Enhancing Learning Through Relationships

 

Learning Forward Saturday, hosted at the Mayoor School Jaipur, My Good School Retreat - 10-14 April 2026

To read and discuss Chapter 3 of Wanted Back-bencher & Last-ranker Teacher.

Key Takeaways

• Empathy is the Foundation: A teacher’s personal experience with struggle builds empathy, which is essential for connecting with students and creating a safe learning environment.

• Emotions Drive Learning: Research shows that emotions dictate attention, which in turn impacts academic performance. Positive interactions release endorphins, counteracting stress and improving learning.

• Unconventional Methods Work: Teacher Roma’s strategies—such as using the news for vocabulary and a student-led “buddy system”—successfully engaged students and improved their performance.

• Teachers Have Immense Influence: A teacher’s words carry significant power, as demonstrated by Sophie’s grandmother, who thanked Roma for helping her granddaughter eat vegetables after years of trying.

Topics

Recap: The “Productive Failure” Framework

• Manjula Sagar (Sunbeam Gramin School) provided a recap of the previous session’s “Productive Failure” framework, which views mistakes as the starting point for learning.

• This framework was directly applied to the book’s theme of supporting students who struggle, connecting theory to practical classroom experience.

Chapter 3 Reading: Teacher Roma’s Journey

• The chapter opens with Roma’s personal history of struggling with math and feeling “not clever,” despite passing.

• This experience shaped her teaching philosophy: success is tied to having kind and understanding teachers, not just innate ability.

The Science of Learning & Emotion

• Research shows emotions dictate attention, which directly impacts academic performance.

• Positive social interactions (e.g., encouragement, smiles) release endorphins, counteracting stress and improving learning and behaviour.

• A lack of healthy social encounters can reduce the physical development of the cerebral cortex by up to 20%, highlighting the importance of Social and Emotional Quotient (SQ/EQ).

Teacher Roma’s Classroom Strategies

• Building Rapport:

  • Stood while teaching and discussed non-academic topics (politics, cricket) to build trust and create a safe space for students to share personal issues.

  • Caution: Maintain a professional boundary; be friendly, not a peer.

• Engaging Content:

  • Made newspaper reading mandatory to connect lessons to current events and build vocabulary.

  • Used storytelling (e.g., vegetables as “specialists” like Popeye) to make healthy eating appealing.

• Personalised Learning:

  • Sat beside students during explanations and used humour to break the monotony.

  • Learned from a student (Shreyas) how to solve a Rubik’s Cube using algorithms, demonstrating that academic performance doesn’t define a student’s full potential.

• The “Buddy System”:

  • Paired high-achieving students with struggling peers for tutoring.

  • Rationale: Harness the “high voltage intelligence” of mischievous students and leverage the fact that teaching others improves retention.

  • Incentives: Tutors earned bonus marks; the class earned extra free time for timely assignment submission.

  • Outcome: Significant improvement was observed, with students such as Shreyas passing a surprise math test.

Next Steps

• All Participants:

  • Reflect on Chapter 3, specifically identifying all the teaching strategies used by Roma.

  • Read Chapter 4 for the next session.

• Sandeep Dutt:

  • Host the next session on Saturday at 3 p.m.  

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Conventional v. Contemporary School Management

 Learning Forward Saturday

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

Key Takeaways

• Program Core: The Staff Leadership Development Program (SLDP) uses the book Wanted Back Bencher, Last Ranker Teacher to shift the teacher paradigm from “perfect” to “relatable.”
• Monthly Cycle: Each month, teachers read a chapter, discuss its themes, and write a blog post for happyteacher.in applying the concepts to their own classroom experiences.
• Chapter 1 Theme: The first chapter, “Conventional v. Contemporary School Management,” argues that teachers with personal experience of struggle are better equipped to connect with and counsel students.
• Key Insight: Every teacher must act as an “ed counsellor”—providing immediate “first aid” for behavioural issues—because school counsellors are too few to handle the volume of daily incidents (e.g., 155/day in the book’s example).

Topics

Staff Leadership Development Program (SLDP)

• Goal: Shift the teacher paradigm from “perfect” to “relatable” to better connect with students.
• Recognition: The program is recognised by the World Bank Education Group as a global innovation in professional learning.
• Structure: A monthly cycle centred on the book Wanted Back Bencher, Last Ranker Teacher.
  • Read: One chapter per month.
  • Discuss: Apply chapter themes to real classroom scenarios.
  • Write: Create a blog post  happyteacher.in on a related personal experience.
• WhatsApp Group: A dedicated group will share links and updates.
  • Rule: No “good morning” messages or forwards; the group is for learning-focused content only.

Chapter 1: Conventional v. Contemporary School Management

• Premise: The chapter argues for a new teacher profile—one with personal experience of struggle—to effectively handle student behaviour.
• Story: A school CEO (Jacob) hires an unconventional teacher (Roma) to address a severe student discipline crisis.
  • Problem: A specific class is unmanageable; previous teachers quit after minutes.
  • Solution: Hire Roma, a “paragon of imperfection” (a former “back bencher” and “silent mischief maker”) who understands student struggles.
• Rationale: Teachers who have experienced failure or broken rules themselves can better understand and counsel students facing similar challenges.
• Outcome: The board approves the hire for a 6-month trial, with Uncle Patrick’s support.

Next Steps

• All Teachers:
  • Order a copy of Wanted Back Bencher, Last Ranker Teacher.
  • Join the Learning Forward Saturday WhatsApp group.
  • Review the program introduction video (link in WhatsApp).
  • Research “Scarlett O’Hara” and share findings in the group.
  • Observe student behaviour this week to identify underlying reasons.
• Learning Forward:
  • Share the “Happy Teachers” presentation in the WhatsApp group.

Reflections from the 2024 Masterclass - Ankit Verma

What makes a school?
A school is more than just a building with classrooms; it's a place where dreams are nurtured, and personalities are shaped. In the context of the book Wanted Back Bencher and Last Ranker Teacher, a school is defined by its diverse students, each with unique strengths and challenges. The story highlights how a supportive teacher can turn the so-called "Back-Bencher" into a star, emphasizing the importance of encouragement and understanding in education. A genuine school is a space for growth, where students and teachers learn from each other, overcoming obstacles and celebrating achievements together.

War vs Peace 
A school is more than just a place for academic lessons; values are instilled, friendships are formed, and future leaders are shaped. In the context of the book Wanted Back Bencher and Last Ranker Teacher, a school is portrayed as a space where every student, regardless of rank or behaviour, has the potential to thrive. The story focuses on the transformative journey of a "Back-Bencher," often overlooked in a classroom, and how an understanding and patient teacher can spark a change. The teacher, who is willing to go beyond textbooks, believes in the unique capabilities of each student, fostering a sense of worth and belonging. This relationship is at the heart of what makes a school truly special. A school is not just about grades; it's about creating an environment where students feel valued, supported, and encouraged to reach their fullest potential.

Love Learning Vs Hate Learning 
Love and hatred towards learning can shape a student's school experience. When students love learning, they are excited to explore new subjects, ask questions, and engage in discussions. This enthusiasm fuels curiosity and helps them succeed academically. In contrast, when learning is hated, it feels like a chore. Negative experiences, like boring lessons or lack of encouragement, can lead to disengagement and low motivation. In a classroom, a teacher plays a vital role in nurturing the love for learning by making lessons interactive, relatable, and fun. Students who feel supported and inspired will likely embrace challenges and enjoy their educational journey. A school environment that fosters a love for learning helps students excel academically and equips them with the skills to continue learning beyond the classroom. A positive mindset makes all the difference in the world of education.

Affection vs Rejection 
Affection versus rejection plays a crucial role in shaping a student's experience in the classroom, as highlighted in the book Wanted Back Bencher and Last Ranker Teacher. Affection in a classroom environment creates a sense of belonging and motivation. Even struggling students feel valued and empowered to improve when teachers show care and encouragement. On the other hand, rejection—whether through neglect, harsh criticism, or indifference—can profoundly affect a student's self-esteem and willingness to participate. The story of the "Back-Bencher" and the "Last-Ranker" emphasizes how affection from a dedicated teacher can transform these students, helping them rise above their challenges. In a school, fostering an atmosphere of support and empathy is essential, as it encourages students to open up, engage, and develop their potential. Affection nurtures growth, while rejection stifles it, making a difference in a student's journey.

Ankit Verma 
Sunbeam School Varuna

Masterclass 2024 Cohort

Masterclass Saturday 9th November 2024

Warning - AI-generated notes and E.&O.O.E., please.

Quick recap of the concluding part of Chapter 11 

Wanted back-bencher last-ranker teacher by Kavita Ghosh

The session focused on the emotional farewell to a beloved teacher, Roma, and her subsequent job offers and adoption journey. The discussion also revolved around the importance of teachers, their love for their students, and the sessions' impact on the participants' relationships with diverse people. The conversation ended with the announcement of Sandeep’s departure and the final assignment for the 11-session learning program on diversity, inclusion, and belonging.

Next steps

• All teachers are to submit a video essay (5-6 minutes) by November 20th reflecting on how the 11 sessions on diversity, inclusion, and belonging have impacted them.

• Teachers to complete any outstanding assignments from previous chapters.

• All participants are to attend the next session at the farm location on Friday, November 15th.

• Manisha will share the assignment details with the Telegram group.

• Teachers to prepare for reading the new book "Joy of Learning" at the upcoming retreat.

Summary

Roma's Emotional Goodbye and Surprise

In the meeting, Learning and Manisha discussed the agenda for their session, which included reading and discussing a book and assigning tasks. They also discussed the emotions and experiences of a character named Roma, a teacher preparing to leave her job. The discussion touched on the contrast between Roma's current job and her previous one and the emotional impact of saying goodbye to her students. The conversation ended with a surprise from the students, who were waiting for Roma and holding coloured balloons.

Farewell to Beloved Teacher Roma

In the meeting, Learning discussed the emotional farewell to a beloved teacher, Roma, who had been with the team for six months. The staff, including Uttara, Mrs. Kapoor, and Jacob, expressed gratitude and affection for Roma, a dedicated and selfless teacher. The management also gave Roma a bonus voucher as a token of appreciation for her support during a tragic event. The discussion highlighted teachers' importance and love for their students, emphasising that their work is not just about the money but the joy and fulfilment they get from helping children.

Emotions in Legal Documents and Success

In the meeting, Learning discussed Roma's emotions when she received a legal document instead of a voucher. The document turned out to be a copy of the agreement her father had signed with Mountain Residency, Spa, and Resort, which would make her father the exclusive poultry supplier for both outlets in Missouri. The emotional response was attributed to her sense of fulfilment and pride in her father's success. The discussion also touched on teachers' emotional experiences when their students succeed.

Roma Receives Heartfelt Appreciation and Bonus

In the meeting, Jacob presented Roma with a bonus, which included a recommendation letter for adoption. The other teachers also expressed gratitude and admiration for Roma's work, offering her more recommendation letters. The children also presented Roma with a heartfelt card filled with messages of love and appreciation. The conversation ended with Roma expressing her gratitude and feeling enriched by the love and care she received from the teachers and children.

Roma's Adoption Journey and Support

Roma, a teacher, receives five recommendation letters needed to adopt a child named Fee. Simon, the school director known for being strict, surprises Roma by bringing Fee to meet her, along with Surya and Supriya, who helped arrange it. Fee innocently shares how Simon scared someone on the plane for misbehaving, revealing his kind nature beneath his tough exterior. Roma is overwhelmed with gratitude for everyone's support in her adoption journey.

Roma's Job Offers and Adoption Support

Roma is offered two job opportunities: one as the head of human resources for the Roderick International group of institutions, and another as the head of operations at the Mountain Manor spa and resort chain. Simon and Jacob present these offers to her, along with the recommendation letters she needed to adopt a child from the Angels of Earth adoption home. Roma expresses her gratitude for their support in the adoption process.

Gurdeep's Return to Teaching Position

In the meeting, Sandeep and Gurdeep discussed the possibility of Gurdeep returning to her teaching position at the school. Despite being offered more lucrative positions, Gurdeep expressed her desire to continue teaching at the school. The students were overjoyed at the news, and Gurdeep was welcomed back with open arms. The conversation ended with Gurdeep and Learning reaffirming their commitment to the school and its students.

Modern Teacher Roles and Responsibilities

The meeting revolved around the discussion of a book highlighting the modern definition of a teacher. The speaker emphasized that a teacher should be selfless, teach life skills beyond the school gates, and be a role model for students. The speaker also mentioned that teachers are expected to be fit and be able to protect their students. The conversation ended with a discussion about the book's chapters and the creation of a separate space for them. The speaker also shared a personal anecdote about a childhood memory with a friend. The conversation ended with a reading of a Confucius saying about a true teacher.

Final Assignment for the Masterclass 2024

In the session, Sandeep announced his departure to catch a flight, and Manisha and Gurdeep took over to discuss the final assignment for the 11-session learning program on diversity, inclusion, and belonging. The assignment requires participants to create a video essay, not exceeding 6 minutes, reflecting on how the sessions had impacted them and how they had improved their relationships with diverse people. They were also asked to share changes they had incorporated in their classes and their future plans for building inclusive learning communities. The deadline for submission was set for the 20th of the month. Manisha also reminded the participants that the next session would be on a Friday due to The Retreat and a new book reading. Mizan clarified that the video essay was to be a group effort.

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