Observation and classrooms - Neelashi Mangal

Everything ties back to being a teacher; this "Friday@ EBD" was another thread. We had invited Neha Negi, author of When Birds Talked, to our Meet-and-Greet. An artistic activity was designed in which Neha asked participants to observe and describe mundane objects around them using five adjectives or phrases. Participants shared their observations. There were beautiful connections and observations made by people. It is true, we do forget the mundane. The mundanities that surround us are constant. We discussed a powerful paragraph from her prologue, which noted that we tend to know more about distant lands than about the nature immediately available to us. I was thinking about whether I know more bird names than just crow, maina, pigeon, and bulbul. I do not. 

For me as a teacher, this is a powerful message that I'd like to take to my classrooms and teacher training. In the chaos of learning the alphabet and numbers, we forget the gifts we have received from nature. Can we bring this back to our classroom? It is also a reflection of how little we care or bother. As a result, we can destroy it because there is less connection and affection for it. 

This week, as in any other, reflections continue, and there is a wonderful group of teachers who meet at Learning Forward on Saturday, where there is an invisible love for teaching, dialogue, and shared realities. I'd like to invite my group to think of all the names of the birds and trees around us before we discuss phonetics and its difficulty. 

Teacher As A Researcher

This year's first Learning Forward Saturday session was to set our agenda straight with all sincerity. As a teacher, I want to ask difficult questions of myself and my community about teaching and learning. These questions can unsettle us and push us to the verge of wanting to leave the profession and feeling exhausted. Both these circumstances motivated me to take a challenge to our collective of reading a report done by the Language and Learning Foundation on teaching and learning. 

Teaching is not a regular job. It requires patience, compassion, a kind heart, self-awareness and lots of good cake and coffee (because how else will you survive the burnout?). While these are essentials, we require dedication towards research. The Oxford definition of 'research' as a verb is 'investigate systematically'. When we read a research report with findings and recommendations, we read, reflect and see what we can take from it. In our session, we took up questions and thought of various ways we assume certain things about children, learning and teaching. Can we undo these and feel safe enough to bring it to our group? At Learning Forward Saturday, we are constantly trying to create a space that would invite our limitations and reflections. 

Anyone interested to read this report to find out the ground reality from our classrooms, please have a look at it- https://languageandlearningfoundation.org/wp-content/uploads/2025/12/Full-Report_TLPS_2025_December.pdf. 

Neelashi Mangal
Head Training and Development at the Learning Forward India Foundation

Making Mistakes And Learning

Teachers living in a village, in my imagination, can feel this is all. This week, Project Fuel, one of our partner organisations had a long chat with the teachers at Arthur Foot Academy. The conversation got stirred in the direction where we had to think about what wisdom can we bring to the world. When the teachers were sitting together, the Principal exclaimed, "We are ready to take on any task that comes our way!" Education, now branching out to the well-being of not just students but teachers as well, will have a significant impact on our learning in the classroom. 

The teachers at Arthur Foot Academy are slowly speaking in our reading sessions. There are voices in every classroom. We need more listeners. This brings me to a very heartwarming session with Ms. Ratna Manucha. Our dear author from Dehradun. In an impromptu conversation with her, we were discussing that we have more writers in our community and less readers. There are more stories in every classroom but less listeners who are asking questions. Questions that stir us from within. 

Learning Forward Saturday

The session was primarily on storytelling and using stories as a medium to teach. Meenakshi Ma’am started the session by introducing the need to use stories and talked about how teachers could make students tell/write stories.

Brinda Ma’am then gave the teachers a task. They were trained to use personification and imagine being any non-human and weave a story. Each teacher narrated their creation. There was then a discussion on how a storyboard could be created in class. It could be an individual storyboard or a collective class storyboard. 

The teachers were excited about trying out the collaborative story building activity.

We are making small attempts with our due share of mistakes but we are. 

Neelashi Mangal, Good Schools Alliance

Motivation - we all ponder over it.

 

Priya Kuriyan often brings sweet humour to her stories not just through words but also through her incredible art. The decision to bring this story to the teachers' group this Saturday was to have a laugh or two seeing a baby pigeon born in Uttar Pradesh go to school, have birthday parties and travel the world. The struggle that Kamala Mukunda brought in her chapter this week about 'motivation' is real. It touches everyone, each one of us. We are often afraid to say it out loud. How do we incorporate activities that organically build intrinsic motivation in students in our classroom to be curious on their own and take charge of their learning? How do we, as teachers, find ways to have fun while teaching? 

On that note, we explored the idea of having scrapbooks for certain topics that the teachers teach and having students experience the real agency in their learning by making these. One teacher gave an example of a Hindi sound and letter she is teaching. She said she would make a list of vocabulary words and have children find these words in their environment and make pictures and write about it. Children love creating and often appreciate just a tiny bit of challenge. Another teacher asked the group what she could do with the social science scrapbook. 

This week ended with Jaahbaaz Kishori training in life skills. Midway through it, it felt like life skills should be a part of the B.Ed programme. We often dismiss each other, give feedback without praising, and question without listening, and we are often not listening at all. If we could do just simple things for ourselves as teachers and for our students, we would already have a school that values all aspects of human beings – emotional, physical and mental. How could we leave behind one's emotional life in the learning process? It is a part and parcel of this whole network we are all in. 

- Neelashi Mangal, Training and Development Lead at the Learning Forward India Foundation 

Reading about motivation...

Are there moments in your day when you think of what your motivation to do anything is? Do teachers, with all their identities and teaching jobs, have the time to reflect on their intrinsic or extrinsic motivation? 

Brewing Knowledge Fridays is a pill that gives you all the reflective thoughts; there is no way one eats it and does not see its influence working. There is one young student in the reading group, and it is fascinating to hear how the world touches them, what they think about, and that they have a voice that one hears when we are mostly indoors or on phones. 

On the 26th December, 2025, Brewing Knowledge will host a special guest at the bookstore. Ratna Manucha is bringing a topic that everyone thinks about, wants to discuss, and wishes to have a safe space to discuss: body shaming and humour. This will take place in the bookstore and virtually. She will read selections from her two books and engage with the audience to discuss them. 

This week ended on a special note, with Project Fuel joining us to collaborate on various aspects of design, education, and wisdom (they specialise in these areas). It is part of our brewing culture at LFIN: meet people, hold hands, and dream together. 

Redefining and Reimagining Education - Neelashi

This week, a community engagement project in Bhandarjood and the Arthur Foot Academy's hinterland is seeing the light of day. 

The village teachers, girls, panchayat, and schools are coming together to redefine what education can be for adolescent girls in their village. For official purposes, not disclosing the names of the organisations involved to implement this project. What we can reveal is what is coming ahead of us and what has come along so far. 

This project will bring together adolescent girls to talk about their health, empathy, self-awareness, and critical thinking, and not just 'talk' but reimagine and redefine their village's responsibility to provide girls and women with a better standard of living. The truth is that these 'life-skills' are not taught in schools or at home. 

So many girls spend their time trying to observe and assume by how adults behave around them to learn, but can we bring their voices to life? Can we make them feel safer asking these questions of their fellow village girls and women who face similar circumstances? Right now, the group has identified that this is important and needs to be thought about. 

Stakeholders have had their first round of meetings. What is coming along in this project are art sessions, reading, training, and people coming together to dialogue and meet essential stakeholders of the village to move along with them. All of this is easy to write, but more difficult on the ground. But this is the journey we are going to embark on with some schools and community members. If not this, what is education? If not about taming the fear? 

At Learning Forward Saturday, teachers discussed setting up shops in their classrooms to teach students language and mathematics. When children bring their everyday life experiences into school, they engage more, ask more, and actively participate in their own learning. 

• Neelashi Mangal is our Training and Development Lead at Learning Forward India Foundation. Feel free to reach out to her, and we would love to have your support for our efforts to spread #JoyOfLearning, focusing on reading, reflection and building meaningful relationships #JoyOfGiving. Email her at NM@LearningFroward.org.in
• For more about us and how we work to support schools that help young people enage society, please visit the website www.SchoolEducation.com

A tribe of parents, teachers and children - Neelashi Mangal

Occasionally, at the Good Schools Alliance (GSA), we are reminded of the African proverb "It takes a village to raise a child." The saying sounds like a symphony but is difficult to implement at every step. We all try our bit during the week with our small but thoughtful sessions to establish a dialogue, raise questions and find answers from our collective that is growing each day. Two of the many sessions of GSA during the week are Brewing Knowledge Friday and Learning Forward Saturday. 

Brewing Knowledge, as the name suggests, invites teachers and our readers to come together to read together and discuss some questions with each other and share openly about our views, and once a month, we invite authors of the books we have read. This week, we had Dr Anupam Sibbal; he reminded us of the tribe – parents, teachers and children working together. He is an author of Is Your Child Ready To Face The World? Our cohort of teachers has read the book in both Hindi and English. Teachers have done a series of reflective writing exercises based on his book. Yesterday, we all left the session with some more inspiration and motivation to keep doing our work at GSA and bring parents onboard. 

Children are like buds, and they need thoughtful nurturing, pruning and play (not on the phone). The teacher and the parents have to be each other's allies to make the childhood more joyful. If parents and teachers could join the cohort together to read, ask questions and find answers in this space created by both, it would be both a doable and a practical way to move forward in learning together. 

Learning Forward Saturday, on the other hand, is a group of teachers gathering to participate in practical learning sessions. We identify small things we want to transform in our classroom, make stories together that are age appropriate, contextualise the learning with the child's home environment and take a tiny moment in the week to reflect on our classroom practices. 

The village in the proverb is everyone one of us for all the children around us; it takes practice to unlearn our old beliefs and question our conventional answers and thoughts, and it takes dialogue to win the trust of a child and not authority. Let's keep tuning into our essence – reading, reflection and relationship – to make this into a reality. 

- Neelashi Mangal

Training and Development Lead

Learning Forward India Foundation

Thinkers at school - teachers and students.

"Schooling may improve short-term memory, metacognitive skills, and knowledge in certain domains; it does not fundamentally change the way children think but rather influences their performance on school-like tasks." Our reading this week at Brewing Knowledge threw me back into a conundrum – will this child in front of me be able to not just make a living but lead a happy, fulfilling life? Will students be able to discover what they truly enjoy doing and learn how to be by themselves while living in a community? Is there anything that I am bringing as a teacher to the classroom that is contributing to their life in a meaningful way?

I have stopped feeling sad about these questions, like I used to; I let them sit with me. I let these questions make me feel the way I do. I want to learn more, and this is the only way – to be stuck with questions that move me. My work as a teacher should involve considering all the lives I encounter and engage with. Ms Kamala Mukunda's chapter on Nature and Nurture is beautiful. It leads you to believe there is no point to school, and then you start asking your own questions. Then she brings you back to the reasons why it might be a learning and enriching space for children. But the question is, what do we want them to learn? How? Why? As a language teacher, I was thinking, can critical reasoning be built or encouraged without schooling? I am sure it can be. Literature can. It connects us with ourselves, the world and the text itself.. 

Some reflections from our teachers from Brewing Knowledge- 

हमे अपने वातावरण में सीखने के लिए सिर्फ किताबें ही नहीं चाहिए होतीं बल्कि अच्छे अनुभव, अच्छे लोग, प्रकृति, और सबसे महत्वपूर्ण है कि हमारे मन में सीखने की इच्छा होनी चाहिए l हम अक्सर अपने आसपास की हर चीज़ से कुछ न कुछ सीख सकते हैं- जैसे माता- पिता से व्यवहार, दोस्तों से सहयोग, पेड़- पौधों से धैर्य, और जानवरों से प्रेम आदि l - Swati (Arthur Foot Academy) 

Minimum one skill honi chahiye humare paas. Special emotional intelligence. Students ko only syllabus centered na rakha jaye wo bhull hi jate hai. Focus on holistic development of every child. Real life learning di jani chahiye schools main- Priyanka, Abohar

Teaching is like having a garden

When I look at the flowers in the small garden near my house, I am reminded of the ongoing discussion about the balance between nature and nurture in teaching and gardening. The very nature of the flower is to bloom, and some even give out fragrance, but would they blossom if the gardener did not prune at the right time, did not give them enough nutrition, and did not provide the care they need? The question we discussed this week in Brewing Knowledge, based on Kamal Mukunda's book, was about nature and nurture: how do they influence human behaviour, and how do genetics and environmental factors interact with one another? 

 

I loved learning that we have an inbuilt capacity to understand and process complexity around us from the moment we enter the world. As infants, we know a whole language as part of our innate capability, with the external environment providing cues, socialisation, and stories, I would assume. A small instance of a mother speaking to her newborn, knowing the child may not understand or respond. These are all essential aspects of growing the vocabulary and learning the language. 

As a teacher, I find it highly fascinating that we all learned a language from an early age without the aid of chalk, a blackboard, or formal teaching. We have an environment that helps us acquire it – parents and family speaking to us, buying groceries at a shop, so there is utility in the language that we keep experiencing. We also express ourselves in language, so there is an aspect of expression. But do we provide this fertile environment for the child when they are learning English in a classroom that focuses solely on teaching grammar? Can we consider a child's innate qualities and create our classroom environments so rich that the language is present around them in all forms and utilities? 

The discussion about nature and nurture is an essential one in teaching and learning. Do such discussions make it to the B.Ed programme for our young teachers who enter the workforce? Are we giving ourselves enough food for thought as teachers before we enter our classrooms? These are all questions that are essential for me, and I am still mulling them over in my head, like a filter coffee, with our small group of teachers. 

Neelashi Mangal

Training and Development Lead

Learning Forward India Foundation 

Nature and Nurture - a harmony of both

बच्चों का विकास घर ओर बाहर दोनों वातावरण से प्रभावित होता है।घर का वातावरण उन्हें सुरक्षा, प्यार संस्कार और आत्मविश्वास देता है,वही बाहर का वातावरण उन्हें नई बातें सीखने, मित्र बनाने और समाज को समझने का अवसर देता है। यदि घर का माहौल सकारात्मक होगा तो बच्चा बाहर के चुनौतियों का भी साहस और समझदारी से सामना करेगा। दोनों वातावरण का संपूर्ण बच्चों के संपूर्ण व्यक्तित्व निर्माण के लिए आवश्यक। - रीना देवी, Principal, AFA

हम जो भी बनते हैं, वह सिर्फ हमारे जन्म से मिले गुणों (Nature) पर ही निर्भर करता है, बल्कि वह हमारे पालन- पोषण और हमारे आसपास के माहौल (Nurture) पर भी निर्भर करता है l प्रकृति हमें गुण देती हैं l परंतु पालन पोषण हमें सही दिशा दिखाता है l अगर हमें अच्छे संस्कार और माहौल मिले तो हर व्यक्ति अपनी प्रतिभा को और भी बेहतर बना सकता है l इसलिए हर व्यक्ति की पहचान उसके जन्म से मिले गुणों ओर माहौल से मिले गुणों दोनों से होतीं है- Swati, teacher, AFA

Personality is like a recipe. Nature gives you the raw ingredients — maybe you're born with extra sugar (kindness) or a bit too much spice (temper). But nurture is the chef, deciding whether you end up as a sweet cupcake, a spicy curry, or a burnt toast. And honestly, our personalities keep changing, because life keeps throwing in random ingredients we never asked for — like stress, heartbreak, or that one embarrassing childhood memory that pops up at 3 a.m. In the end, we're all just weirdly flavoured dishes, thanks to the mix of nature and nurture!- Manisha Khanna

Both nature and nurture play vital roles in our development. The divide between the two is hardly visible. And then the environment adds to these to shape our personality. Today, I am a very different person from what I was twenty years ago.- Minakshi Prasad, Director, AFA

The perspective that the book offers on calling the growing period 'sensitive' instead of 'critical' can shift the weight we place on time, and instead of a more conscious effort that can be applied to every phase/period. Kamala Mukunda was inviting us teachers/parents/educators to be mindful of our actions, rather than giving ourselves clean chits, claiming we had no role to play in a child's life because the 'critical' period was not within our control. Her examples draw us right into the discussion, creating space for reflection. When I ask myself this question as a teacher, it looks very similar to what I would have asked of myself: am I a person made of many atoms of past, present and future that includes my parents and all the other people I have met, things I have read, imagined, watched, etc.? If I extend the same empathy to the child in front of me, that they are a culmination of so much, I can make sense in my moments of difficulty. This might help extend my understanding instead of falling back on a concrete consequences approach. 

Like always, the book is a constant source of learning and reflection. Our group makes it even more helpful since all of us are teaching and engaging in real time. 

Neelashi Mangal
Training and Development Lead
Learning Forward India Foundation

Heart Vs Mind - Reflection for September 2024

Reading HEART VS MIND, chapter 9 from Wanted Back-Bencher and Last-Ranker Teacher by Kavita Bhupta Ghosh

With teenagers in relationships comes the dangers of 'making out' and teen pregnancies. Roma counsels two students and their parents on dealing with the sensitive situation without aggression.

Assignment:

1. On the subject of teenage relationships, love, and sexuality, share a reflection articulating your personal views, experience and overall growth in understanding and handling teenage relationships and bodily curiosity as an educator over the years. Considering the aspect of emotional need and validation involved in teenage relationships, do you think that this awareness impacts your opinion, rather feelings about teenage relationships? Video content length: (upto) 3 mins.

2. In the overall way life is shaped and learnt to be looked at, having power / authority is usually seen as something that necessarily has to be stern, rigid, firm, stoic, hard. Soft power is not understood or explored much but oftentimes, soft power is the creator of long lasting positive impact. In a video not more than 3 mins long, share your thoughts and learning on the meaning of soft power at school. Further, share your own experience of another person’s soft power and its impact; along with your own display of soft power and its impact, in contrast to the more traditional form of power that we spoke of earlier. Lastly, how do you continue to plan to engage with softness now in light of the session?

Submission Specifications:
1. The assignment must be submitted in the shape of one video with 3 sections covering the 3 questions. You can make 3 separate videos and tie them together using InShot or another video app on your phone, or you can write down pointers for all 3 questions and answer them in one video of not more than 6 minutes.
2. Please ensure that the video is clear in sound quality. Please try to avoid filming with a lot of background noise. If unavoidable, please try to ensure that the volume and quality of your voice makes up for that.
3. Format of the video file must me .mp4 or .mov.
4. The assignment must be submitted by the 25th of this month.

Please email HD Videos only, use Google Drive to share if the file size is too large, I look forward to your submissions to my email ID MK@LearningForward.Org.IN

Thank you, and hope to have you catch up with the Assignments backlog, happy to help in any way.

Manisha Khanna

GSA Principal

Affection Vs Rejection - Reeta Tiwari

Affection and Rejection are two fundamental human experiences that are crucial in shaping our lives, relationships, and well-being.

Affection:

Affection refers to feelings of love, care, and fondness towards someone or something. It involves warmth, tenderness, and a sense of connection. Affection can take many forms, such as physical touch, words of encouragement, or quality time spent together.

Importance in life:

Affection is essential for building strong relationships, self-esteem, and emotional well-being. It helps us feel valued, loved, and accepted, which is vital for our mental and emotional health.

Importance in school life:

In a school setting, affection from teachers, peers, or family members can:

• Enhance motivation and engagement.
• Foster a sense of belonging and inclusivity.
• Improve academic performance and confidence.
• Develop social skills and empathy.

Rejection:

Rejection refers to the act of dismissing, refusing, or turning away from someone or something. It can lead to feelings of hurt, disappointment, and low self-esteem.

Importance in life:

Experiencing rejection can help us:

• Develop resilience and coping skills.
• Learn to handle disappointment and failure.
• Refine our goals and aspirations.
• Build empathy and understanding for others who face rejection.

Importance in school life:

In a school setting, rejection can:

• Teach valuable lessons about perseverance and grit.
• Help students develop coping strategies and emotional regulation.
• Encourage self-reflection and personal growth.
• Foster empathy and support among peers.

In a classroom setting, "affection" often pertains to creating a supportive and caring environment where students feel valued and encouraged, fostering positive relationships among students and between students and teachers.

On the other hand, "rejection" can occur when students feel ignored, dismissed, or excluded, leading to negative emotions and potentially impacting their learning and overall well-being. By promoting affection and minimizing rejection, We educators can cultivate an atmosphere conducive to learning, collaboration, and personal growth.

Positive experiences of affection can boost their self-esteem, confidence, and sense of belonging, while rejection can lead to feelings of loneliness, insecurity, and even depression. Teenagers often seek validation and acceptance from their peers, making rejection particularly impactful.

As for teachers, showing affection towards students involves demonstrating care, empathy, and understanding, which can strengthen the teacher-student relationship and create a conducive learning environment. This might include offering encouragement, providing constructive feedback, and being approachable and supportive. 

Conversely, rejection in the classroom can occur unintentionally through neglect, criticism, or favouritism, which can undermine students' confidence and motivation. Teachers should strive to create an inclusive and supportive classroom atmosphere where all students feel valued and respected. Building positive relationships, fostering a sense of belonging, and addressing any instances of rejection are essential aspects of effective teaching.

In summary, affection and rejection are both crucial aspects of the human experience. While affection nurtures our emotional well-being and relationships, rejection helps us build resilience and character. Understanding and navigating these experiences can shape our personal and academic lives in profound ways.

Reeta Tiwari

Sunbeam School Bhagwanpur, Varanasi

Love Learning Vs Hate Learning - Suparba Roy Choudhary

Love Learning VS Hate Learning

Love Learning

Suppose that there is a student who enjoys learning as someone who tends to a well-grown garden. They get up in the morning with much zeal and water the plants, pull out the weeds and watch the flowers grow. This gardener chooses gardening to satisfy his/her activities, improve every season, and be happy when the garden grows.

Curiosity and Enthusiasm: Like a gardener waiting for a new flower to bloom the student has the curiosity and interest for new learning.

Growth Mindset: The gardener comprehends that not all the plants will grow right away and this implies the patience that a student has to embrace when facing the challenge.

Persistence: As a problem-solver, the gardener attempts to solve a specific problem, and even if he/she makes a mistake, he/she adjusts. Likewise the student, the action gets through difficulty and modifies its learning patterns.

Hate Learning

Now, let us imagine a student who does not like studying; he or she would be like a person who would be coerced into cleaning a room he or she has no interest in. They view it as a burden, feel fear towards it and offer the least effort in order to complete it. It is as if the room is never cleaned, and the task seems almost like a punishment. 

Lack of Motivation: Similar to the unwillingness to clean a room that the student doesn’t consider important, they do not feel any desire to learn the content.

Fixed Mindset: This person might think that their room will never remain clean, just like the student who perceives difficult tasks as threats rather than opportunities for improvement or success. 

Avoidance and Procrastination: Similarly to another behaviour where the person does not clean up until the last moment, the student puts off studying and ends up stressed and not comprehensively informed. 

Engagement: Autotelic learners are those students who embrace the material, contribute to the learning process, and look for more knowledge. Any person who does not love learning always withdraws and loses out on gaining more knowledge.

Achievement: Interest in learning is associated with better academic performance and overall job satisfaction. Basically, hate learning leads to poor performance and a negative perspective towards learning. 

Long-term Success: Passion for learning results in perpetual learners who are committed to enhancing their knowledge and personal growth. On the other hand, a non-interest or even disgust for education hinders individual and career advancement. 

In a nutshell, loving learning turns the pros & cons of education into a pleasant and rewarding experience, while hating learning makes it an unpleasant task.

Suparba Roy Choudhary 

Sunbeam School, Lahartara

War Vs Peace - Suparba Roy Choudhary

War Vs Peace 

Let's imagine a school where war and peace are represented in the daily lives of students and teachers.

War

Conflict: Students are always engaged in wrangles and fights with other students, leading to class disruption. It is such a feeling of confusion and clamour.

Divisions: There are formations of cliques in schools and students are grouped into a class that does not acknowledge the presence of the other. People surrender to bullying and the level of cooperation among people is low.

Stress: Most of the arguments that teachers deal with are related to discipline, and keeping learners in line consumes most of their time instead of teaching. Learning gives way to the all-important proposition of maintaining discipline.

Destruction: Tangible and intangible items are often destroyed, while the surrounding of the school seems aggressive. Learning materials are used inefficiently, and the school climate is affected.

Peace

Harmony: Students perform the tasks with the cooperation of each other, or giving a helping hand to each other. School environments particularly classrooms are orderly and have qualities that support learning.

Unity: There are also those activities which enable specially-abled students with other students to interact hence developing friendship. Actually, there are very few cases of bullying, and each student does not experience any fear for his or her safety.

Focus: The administrative workload is shifted leaving teachers free to teach, prepare good lessons/provide good teaching experiences and make students embrace learning. It brings out teamwork in the achievement of the objectives of education. 

Growth: The school climate is progressive and all stakeholders through their inputs strive to have a progressive school. Resources are utilized optimally and the school community corresponds.

In this analogy, "War" represents a hostile and unproductive school environment, while "Peace" symbolizes a supportive and flourishing educational setting.

Suparba Roy Choudhary

Sunbeam School, Lahartara

Like Vs Unlike - Shalini Tiwari

प्रकृति ने सभी को स्वयं में विविधता पूर्ण बनाया है, सबकी अपनी पसंद और नापसंद होती है जिसमें कुछ पसंद तो आपकी व्यक्तिगत होती है और कुछ हम दूसरों के दबाव में आकर पसंद करने लगते हैं तो पसंद और नापसंद पर हम कुछ बिंदुओं द्वारा चर्चा करने का प्रयास करते हैं-

चुनाव (Like) को महत्व देना

हमें अपनी पसंद के साथ दूसरों की पसंद को भी महत्व देना चाहिए| जीवन में हमें क्या पसंद है यह हमारी रुचि और नजरिया तय करता है और आवश्यक नहीं है कि जो हमारी पसंद हो, हमारा नजरिया हो वह सभी का हो | समय के साथ अब हर व्यक्ति की पसंद को महत्व दिया जाने लगा है पहले जो अभिभावक ने कह दिया वही हमारी पसंद बन जाती थी| यदि वह हमारे अनुकूल है तो हम मन से स्वीकार कर लेते थे परंतु प्रतिकूल होने पर पसंद का स्थान आज्ञा ले लेता था| जैसे-जैसे समय बदला, सोच बदलती गई और सबकी पसंद को प्राथमिकता दी जाने लगी। किसी भी परिवार संस्था या समुदाय में जब तक हम दूसरों के पसंद को महत्व नहीं देते हैं वहां सदैव विचारों में मतभेद पनपते रहते हैं

आत्म निर्णय की क्षमता में विस्तार

कई ऐसे लोग हैं जो अपने जीवन में, जिन बातों को नहीं पसंद करते हैं वह अपने बच्चों पर भी लागू करने लगते हैं यह कहकर कि, ऐसा ही होता है। यदि आज के समय में हम बच्चों की पसंद पर सवाल उठाते हैं तो प्रश्नों की बौछार लग जाती है लेकिन यही समय है जब, हम बच्चों के प्रश्न टालने के स्थान पर उससे होने वाले हानि लाभ पर चर्चा करें क्योंकि मन में उठे प्रश्न उन्हें संतुष्ट नहीं होने देते और फिर उन उत्तरों को ढूंढने में कई बार रास्ता भटक जाते हैं।

कई बार हम सोचते हैं कि बच्चों को कोई अनुभव नहीं है तो उनकी पसंद को कैसे उचित समझा जाए? तब हमे यह सोचना चाहिए कि क्या हमने कभी इस तरह के चुनाव का अनुभव किया? यदि हाँ तो आप बहुत आसानी से अपने बच्चों के चुनाव पर चर्चा सकते हैं और उन्हें उनके प्रयोग से अनुभव करने दे। जब आप अपने बच्चों के चुनाव में सहमति जताते हैं तो बच्चे महसूस करते हैं कि उनके भी विचारों को महत्व दिया जा रहा है। ऐसे भी लोग हैं जो अपने अतीत से सबक लेकर आने वाले पीढ़ी को उनके चुनाव के लिए आजादी देते हैं

आत्मविश्वास द्वारा भौतिकवाद में कमी 

आज के समय में भौतिकता इस कदर पाँव पसार रही है कि अधिकतर लोग ‘दिखावे’ को सामाजिक स्तर बना लिये हैं। बच्चे फैशन के होड़ में गलत हो या सही, एक दूसरे का अनुसरण कर रहे हैं। मेरा मानना है कि ऐसे में अभिभावक बच्चों को स्पष्ट रूप से मना करने के स्थान पर उनसे उन कामों से भविष्य में पड़ने वाले प्रभाव पर चर्चा करें और स्वयं निर्णय करने के लिए छोड़ दें। 

कई बार हमें बच्चों की प्रतिक्रिया से ऐसा लगता है कि हम व्यर्थ ही उनसे वार्तालाप कर रहे हैं किंतु, बच्चे हमारे प्रश्न  चर्चा से कुछ न कुछ आत्म मंथन करने के लिए मजबूर हो जाते हैं। जब स्वतः विश्लेषण करते है तो उनमें आत्मविश्वास आता है और भौतिकवाद को सही नजरिए से देख पाते हैं।

साथी या सहकर्मी दबाव (Peer Pressure) को नियंत्रित करने में कुशलता प्राप्त करना

स्वाभाविक तौर पर जब हम मित्र बनाते हैं तो हम उनके साथ रहते हुए 'साथ निभाने 'का दबाव महसूस करते हैं। सहकर्मी का दबाव सकारात्मक भी होता है और नकारात्मक भी।  यदि हमारे साथी बुद्धिमान व सकारात्मक सोच वाले हो तो उनका दबाव हमारे उत्साह को बढ़ा सकता है किंतु साथियों का दबाव तब गलत होता है जब वह अपनी पसंद(Like के लिए आप पर दबाव डाल रहे हैं। 

ऐसे में आप सहजता से, कारण के साथ मना करें। जब आप पहली बार उसे ना करेंगे तो अगली बार दबाव डालने की बजाय पहले आपसे राय लेना उचित समझेंगे या आपसे दूरी बना लेंगें।

यदि किसी विषय से संबंधित गतिविधि में सम्मिलित हैं और सहकर्मी का दबाव महसूस हो तो उस समय अपनी क्षमता के अनुसार उसे समझा कर उस कार्य को रचनात्मक तरीके से करने का प्रस्ताव रखें।

धन्यवाद

शालिनी तिवारी

सनबीम स्कूल इंदिरानगर

(वाराणसी)

War Vs Peace - Leena Bhattacharya

In the teaching profession, it is very natural to encounter situations where choosing a side becomes extremely difficult due to the profession. A teacher may feel empathetic for the child, but at the same time may not be able to take action against him. In the teaching profession, educators often confront situations where taking sides becomes difficult due to the need for impartiality and fairness. This challenge arises when mediating conflicts between students, discussing controversial topics, or managing conflicting expectations from various stakeholders. 

Despite these dilemmas, teachers must uphold principles of fairness, integrity, and respect for diverse viewpoints. By fostering open dialogue, empathy, and a commitment to finding equitable solutions, educators can navigate these challenges with professionalism and integrity while serving the best interests of their students and the school community.

Another problem which teachers face is that students find it difficult to sit at a place for a very long duration and the solutions which educators can apply are that they can include comfortable and ergonomic classroom furniture, using diverse instructional methods to prevent boredom, and fostering interactive learning experiences. 

 Additionally, incorporating regular breaks, integrating movement into lessons, and selecting engaging content help sustain students' attention. Effective classroom management, student-centered approaches, technology integration, and building positive relationships with students also contribute to creating a conducive learning environment. These efforts promote prolonged sitting while maximizing student engagement and learning outcomes. 

While juggling so many things, it is impossible for a teacher to not lose their temper, in certain situations, where students deliberately try to distract the class with their antics. Achieving this requires a multifaceted approach, encompassing various qualities and practices aimed at fostering a positive and supportive learning environment.

Self-awareness serves as the foundation for maintaining decorum in challenging situations. Teachers must remain attuned to their own emotional states, recognizing signs of escalating frustration or anger. By acknowledging their emotions, educators can proactively manage them through techniques like deep breathing or mindfulness practices, ensuring they respond thoughtfully rather than react impulsively.

Emotional regulation is equally crucial for navigating challenges with composure. Cultivating the ability to respond calmly and thoughtfully helps teachers handle disruptive behaviour or unexpected obstacles effectively. Consistent self-care practices, such as regular exercise or meditation, can aid in managing stress and maintaining emotional balance.

Empathy towards students is pivotal in fostering a supportive learning environment. Understanding the reasons behind disruptive behaviour or academic struggles allows teachers to respond with compassion and patience, building positive relationships and ensuring every student feels valued and respected.

Clear communication is essential for maintaining decorum in the classroom. Establishing and communicating clear expectations for behaviour and academic performance ensures students understand the standards they are expected to uphold. When addressing conflicts or disruptive behaviour, teachers should employ assertive yet respectful communication techniques to address the issue while preserving the dignity of all involved.

Positive reinforcement of desired behaviour plays a crucial role in promoting a positive classroom atmosphere. Recognizing and praising students' achievements encourages positive habits and discourages disruptive conduct. 

Seeking support from colleagues or professionals when needed and engaging in continuous reflection and professional development further enhance educators' effectiveness in maintaining decorum and professionalism. Overall, prioritizing these qualities creates a positive learning environment where all students can thrive.

Leena Bhattacharya

Sunbeam Suncity

Like Vs Unlike - Gitika Kapoor

"Like may attract like, but unlike is what sparks growth"

In the grade 2 English classroom, I often witness the power of similarities and differences in action. During a recent lesson on storytelling, I noticed that some students preferred to write about adventures in far-off lands, while others focused on stories set in their own neighbourhoods. 

By acknowledging and celebrating both the similarities and differences in their storytelling styles, I was able to create a space where students felt encouraged to share their ideas and learn from one another. As we explored the common elements of a good story, such as strong characters and exciting plot twists, students were able to connect with one another and build a sense of camaraderie. 

However, when we delved into the unique ways in which each student approached storytelling, we uncovered a wealth of creativity and diversity within the classroom. By balancing the similarities and differences in their writing, I was able to help students see the value in both collaboration and individual expression. This not only fostered a deeper understanding of storytelling techniques but also encouraged students to appreciate the perspectives of their classmates. 

Eventually, this balance of similarities and differences created a vibrant and inclusive learning environment where students were able to grow and flourish. By celebrating the things that connected them, such as their love of storytelling, and embracing the things that made them unique, such as their diverse writing styles, my grade 2 English classroom became a place of acceptance and appreciation. 

Through recognizing and celebrating both the similarities and differences among my students, I was able to create a dynamic and engaging classroom environment where diversity was valued and individuality was encouraged. This approach fostered a sense of community among the students while also challenging them to think critically and creatively. 

In embracing both the commonalities and distinctions in their storytelling, students were able to learn from each other and develop a deeper appreciation for the richness of language and expression. Ultimately, by finding a balance between similarities and differences, we were able to create a lively and inclusive learning space where every student felt heard, respected, and empowered to explore their own unique voice in the world of English literature. 

Gitika Kapoor 
Sunbeam International Varuna

What Makes A School? - Vani Vij

What Makes A School?

A school is an institution designed to provide learning spaces and environments for the teaching of students under the direction of teachers. It's one of the social agents with which students are attached to.

Here are some key factors that make a school special:

Innovative Curriculum:
Offering unique and engaging courses that go beyond standard curricula, incorporating experiential learning, project-based learning, and interdisciplinary studies.

Exceptional Teachers: Dedicated, passionate, and highly qualified educators who inspire and support students, fostering a love for learning and personal growth.

Inclusive and Supportive Environment: A welcoming atmosphere that promotes diversity, equity, and inclusion, ensuring all students feel valued and supported.

Strong Community and Parental Involvement: Active engagement from parents and the local community, creating a collaborative environment that enhances the educational experience.

Extracurricular Opportunities: A wide range of extracurricular activities, including sports, arts, clubs, and service projects, that allow students to explore interests and develop talents.

Focus on Individualized Learning: Personalized instruction and support tailored to meet the unique needs and strengths of each student, helping them to achieve their full potential.

Safe and Nurturing Environment: A safe, caring, and nurturing atmosphere where students feel secure and motivated to learn.

Strong Leadership: Visionary and effective school leadership that sets high standards, encourages innovation, and fosters a positive school culture.

Commitment to Character Education: Emphasis on developing students' character, including traits such as integrity, empathy, and resilience, preparing them for life beyond academics.

Integration of Technology: Effective use of technology to enhance learning experiences and prepare students for the digital world.

These factors contribute to making a school a special place where students can thrive academically, socially, and emotionally.

Vani Vij 

(Q.C& R&D)

Sunbeam School

Peer Pressure - Sunbeam (QC, R&D)

An amazing portrayal of Peer pressure by Vani Vij and Divya Upadhyay from Sunbeam School (QC & RD). Peer Pressure can make you question your choices and change your attitude, behaviour, and values- and it does not always have positive outcomes!

Group - Vani Vij & Divya Upadhyay

Sunbeam School (QC, R&D)

Masterclass 2024

School Culture thrives with Diversity, Inclusion, and Belonging are the three most essential qualities. Diversity improves tolerance, empathy and critical thinking. Inclusion or Inclusive education provides a friendly atmosphere that helps empower students and Staff. Belonging is acceptance and pride in the Institution. These strong feelings build up confidence and belief.

"There's no magic wand for correcting diversity and inclusion," says writer and advocate Melinda Epler. "Change happens one person at a time, one act at a time, one word at a time." 

The Learning Program is based on the book 'Wanted A Back­Bencher Last Ranker Teacher' by Kavita Ghosh. The teachers collaborate on Reading, Writing and Research and make presentations based on their real-life learning. This is a proven method for helping achieve better student learning outcomes. The eleven sessions are online, and you will see a paradigm shift in your staff teams as they experience eLearning at its best.

LFIN Professional Learning Program (PLP) is a vast and profound learning experience that immerses members in a model of inquiry and problem-­based learning. Staff members work collaboratively to gain knowledge to solve significant student learning problems in their schools. We seek to understand individual members' needs and then assist them in meeting objectives through a collaborative learning environment and with the support of experienced coaches.

The Academy offers a great way to experience blended learning. The 30-minute sessions are followed by group work and assignments; teachers will pick up skills and be future-ready; excellent team building at the school level ensures every individual's personal and social development.

Outcome and Certification: The educators are recognised for their effort with a Certificate Of Appreciation. The PLP is challenging and rewards educators for their actions.

Like Vs Unlike - Sunbeam Indiranagar

Learn to say no, not all things are right for the soul. 

Peer pressure is when your friends or people around you try to influence you to do something, whether good or bad. It can be tough to resist sometimes, but it's important to make decisions that are right for you. Peer pressure among teenagers is based on their lifestyle and their expectations. 

Not able to hang out with friends as their other classmates or neighbours. Based on this fact, presenting the real story by teachers of Sunbeam School Indiranagar.

Thanking You

Chandrani Singh

Shalini Tiwari

Vijeta Wilson

Shilpi Chakraborty

Group- Sunbeam Indiranagar team 

Masterclass 2024

School Culture thrives with Diversity, Inclusion, and Belonging are the three most essential qualities. Diversity improves tolerance, empathy and critical thinking. Inclusion or Inclusive education provides a friendly atmosphere that helps empower students and Staff. Belonging is acceptance and pride in the Institution. These strong feelings build up confidence and belief.

"There's no magic wand for correcting diversity and inclusion," says writer and advocate Melinda Epler. "Change happens one person at a time, one act at a time, one word at a time." 

The Learning Program is based on the book 'Wanted A Back­Bencher Last Ranker Teacher' by Kavita Ghosh. The teachers collaborate on Reading, Writing and Research and make presentations based on their real-life learning. This is a proven method for helping achieve better student learning outcomes. The eleven sessions are online, and you will see a paradigm shift in your staff teams as they experience eLearning at its best.

LFIN Professional Learning Program (PLP) is a vast and profound learning experience that immerses members in a model of inquiry and problem-­based learning. Staff members work collaboratively to gain knowledge to solve significant student learning problems in their schools. We seek to understand individual members' needs and then assist them in meeting objectives through a collaborative learning environment and with the support of experienced coaches.

The Academy offers a great way to experience blended learning. The 30-minute sessions are followed by group work and assignments; teachers will pick up skills and be future-ready; excellent team building at the school level ensures every individual's personal and social development.

Outcome and Certification: The educators are recognised for their effort with a Certificate Of Appreciation. The PLP is challenging and rewards educators for their actions.