Sneha on how alienation can affect young people

Right vs Wrong, reading from Wanted Back-bencher & Last-ranker Teacher by Kavita Ghosh

After reading the chapter with Sandeep Sir, I reflected a lot on how alienation can affect people, especially students and teenagers. I feel that when someone is punished through detention, suspension, or expulsion, it can sometimes make them feel even more disconnected rather than understood. I think alienation becomes harmful because when people stop feeling connected to others or even to themselves, they begin searching for ways to escape their emotions instead of understanding them.

I have personally seen people around me of my age who constantly want to escape their reality instead of facing it. I have noticed how some people never really sit with themselves or understand what they are feeling. Instead, they try to run away from emotions through smoking, drugs, or other harmful habits, often because of peer pressure, stress, loneliness, or the desire to feel accepted. At first, it may seem like fun or a way to bond with friends, but over time, I have seen how it affects them physically and mentally. Some people around me smoke so regularly that even walking for a long time becomes difficult for them. They struggle with stamina and cannot even climb a short mountain path without getting exhausted or breathless. Seeing this has made me realise how temporary escapes can slowly take away a person’s health, energy, and connection with themselves.

At the same time, I have also realised how important personal and social development is. I believe that having healthy bonds, meaningful relationships, and activities that help us grow can protect us from feeling isolated. When people feel accepted and connected in a healthy way, they are less likely to depend on harmful habits to feel a sense of belonging. Personally, I try to focus on hobbies and self-growth instead of escaping my emotions. I engage in creative activities and things that help me grow personally while also connecting with people socially in meaningful ways. For me, hobbies and personal development are healthier ways of coping because they help me understand myself better instead of avoiding reality. This chapter on right versus wrong made me रियलाइज  that true connection, both with ourselves and with others, can help us deal with struggles in a much healthier way.

- Sneha, an intern at EBD in Dehradun, supported by the Learning Forward India Foundation.

It is Learning Forward Saturday!

Presentation by Passionate Educators from Gyan Anant Vidyalaya

It is Learning Forward Saturday!

Our two most important days of the week are Saturday and Sunday. You may ask why?

The Teachers Academy runs on Saturdays, and on Sunday, we host My Good School for teachers, students, and anyone who wishes to experience #JoyOfLearning, for ages 9 to 90-plus. Together, the two days pretty much add to all we stand for and do with your support.

Reading, Reflection and Relationships

Happy teachers lead to happy students! 

We need to create a culture of trust and learning, and it starts with our teachers. At the Learning Forward India Foundation, we believe that a happy teacher, a passionate educator, and someone who cherishes a love of learning every moment, without distractions from the VUCA world, is the foundation of everything we do. Check out our website www.Diljeeto.com (It is all about winning hearts!).

Teachers build relationships, and that makes the world a better place. When a good teacher reads, students reflect, and meaningful relationships are built.

Saturday at 3:00 PM, Brinda Ghosh and Sandeep come alive on Zoom to read and reflect with teachers across the Good Schools Alliance network. The session recordings are available on our YouTube Channel, which is simply YouTube.com@MyGoodSchool.

Later in the day, at 5:30 PM, Sandeep Dutt hosts his Masterclass, and today we conclude the reflections on the book “The Courage To Be Happy”, a dialogue between a youth, a teacher, and a philosopher. One of the finest reads on understanding teaching and learning, with 10 million copies sold.

The books we read are not texts or the ones normally on reading lists. Our sessions and readings are all about love, care, and compassion, and about fostering an emotional connection through the joy of learning. The focus is on literacy, not simply on teaching or workshops. Storytelling, real-life experiences, talking to teachers in their language and making meaningful connections make our sessions very powerful.

The teachers share their happiness in their language every week only at https://www.HappyTeacher.in

Transform Life Chances For Every Child We Reach

When a school shifts, a child’s entire world shifts.

I’m Sandeep Dutt, and at the Good Schools Alliance, we’re now collaborating with over 50 schools that are eager to learn and grow together.

Through My Good School, we organise Sunday reading sessions and The Teachers Academy, helping schools weave reading, reflection and relationships into their weekly schedule. This means that every week, children get to read, share and reflect with their peers and teachers across the Alliance.

In just one year, 17 schools and 8 programme partners joined forces under the Alliance—ranging from reading and life-skills groups to wellbeing and teacher-development partners. This means that a single donor’s support is multiplied across dozens of campuses, hundreds of teachers and thousands of children each year.

Our member schools contribute an annual subscription, and philanthropic support enables us to subsidise programmes for our Special Projects that might not be able to afford this on their own—especially those with low fees and in rural areas. Your funding helps us expand retreats, reading programmes, and special projects in financial literacy, health and girls’ empowerment.

If you believe every child deserves a good school, please partner with us—either as a donor or a funding agency—so that together, we can take the Good Schools Alliance from dozens of schools to hundreds, and transform life chances for every child we reach.

Good Schools of India #51

Good Schools of India by Sandeep Dutt

Joy of Learning Weekly #51

Read on Substack

The Way and Awakening

Personal and social development for every individual.

Our Programs and how to start?

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

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

Learning Forward India Foundation

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

BOOKS OF THE WEEK

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

The Courage to be Happy - an introduction

Learning Forward Saturday

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

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

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

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

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

Read more in the Indian Edition of the book by Dr Manu Kapur

Productive Failure by Learning Forward India Foundation

Masterclass 2025, cohosted by Gurdeep Kaur and Sandeep Dutt, focused on reading, reflection, and building meaningful relationships with teachers from 15 schools. We brought insights from the book "Productive Failure" by Manu Kapur into our classrooms, engaging educators from the Sunbeam Group of Educational Institutions, The Doon School, and our Good Schools Alliance members, prompting them to think critically.

In The Doon School classrooms, we were inspired by a community-based initiative that explored Productive Failure and addressed a common question among educators: How do we design it collaboratively, week after week?

The Good Schools Alliance (GSA), a network dedicated to joyful and rigorous learning and teacher agency, established The Teachers Academy to tackle this question. Every Saturday evening, educators from GSA schools convene for a focused 45-minute master class—not to follow a script, but to explore ideas collaboratively. This series began with a shared reading of "Productive Failure" and has evolved into a community of practice in which teachers read, experiment, reflect, and adapt the concept to their unique contexts. The guiding principle is straightforward: try tomorrow, stumble safely, learn publicly.

From this community, three micro-cases emerge, each demonstrating how a slight design adjustment can transform confusion into competence. For more details, visit www.HappyTeacher.in

Read more in the Indian Edition of the book by Dr Manu Kapur.

The Jugaad version is now available!

How important is it to know about brain development and scientific theory as a teacher?

As I sit back and enjoy my morning cup of coffee, I realise there is always so much more to know. As a teacher, do I ever know enough? Well, this Friday was one such reading session at Brewing Knowledge. The topic we read from Ms. Kamala Mukunda's book 'What Did You Ask at School Today?' was Child Development. 

I have experience in Kindergarten, primary grades, middle school, and a bit of high school. To hear the words 'brain plasticity' is one thing, but how does that inform my classroom practice and my attitude towards learning in children? I felt the most important line from that chapter we read so far was- "But information does not consist of all connections being made—it is the selectivity of connections that codes meaningful information." This line stayed with me, and I was thinking of how necessary experience can be for a child growing up. The brain is making connections, pruning, shedding and reworking these synapses. New synapses are formed based on the experiences. The classroom can be such a fertile ground for both the teacher and this child in front. This is a fertile ground, since these synapses may have implications for very young children. 

We read many theorists, such as Jean Piaget, Rousseau, and Freud, and asked ourselves, whose theory seems closer to our own assumptions about children and learning? 

This kind of reading instils a more profound sense of responsibility in us as teachers. Almost all the visible and invisible factors are most likely contributing to the brain development in the child, both at school and at home. From our small group reading circle, Shalu, our contributor teacher, posted this post-reading session- 

A child's response is influenced not only by his abilities but also by how the teacher frames the question or task.

I mean....

* The way a teacher presents a question or activity matters as much as the child's actual ability.

* If the teacher adds an energiser (like a fun activity, quick game, or surprising element), it sparks curiosity.

* That curiosity makes students wonder "What's coming next?"

* As a result, they become more active and engaged, because the task feels enjoyable and motivating.

We all would agree with her. It reminds us that nurturing reading, reflection, and relationships in the classroom, as embodied in the motto at Learning Forward India, is achievable if we are all determined. 

- Neelashi Mangal
Brewing Knowledge Friday Host

Joy of Learning Weekly | Wednesday #12

The special edition of our Joy of Learning Weekly, proudly curated by Kunal Rajpurohit, our Fellow Analyst at the Learning Forward India Foundation #BrewingKnowledge

Read more

Good Schools of India Joy of Learning Weekly | Wednesday 12

Masterclass 2024: Frowns & Smiles

Chapter 10 Smiles and Frowns by Learning Forward India Foundation

The Teacher's Academy 05-10-2024 

Reading two weeks, Reflection one week and then the assignment to build Relationships, working together to spread #JoyOfLearning as #HappyTeachers  Chapter 10 "Smiles and Frowns" from the book "Wanted Bag Bencher Last Ranker Teacher" by Kavita Ghosh.

Key Takeaways

  - The chapter explores the importance of establishing personal rapport with students while maintaining professional boundaries

  - Smiling and positive body language significantly impact student engagement and learning outcomes

  - Teachers should balance friendliness with maintaining respect and authority in the classroom

  - Giving students time to process questions (15-20 seconds) before expecting answers can improve participation

Personal Connection vs Professional Distance

  - Debate on appropriate level of personal connection with students

  - Importance of emotional rapport for effective learning

  - Strategies for maintaining professionalism while being approachable:

      - Greeting students at the door

      - Asking for their thoughts/opinions

      - Occasional informal interactions (e.g. lunch)

      - Listening and offering support

Impact of Teacher's Demeanor on Learning

  - Smiling and positive body language make teachers more approachable

  - Scientific benefits of smiling: releases endorphins, strengthens immune system

  - Importance of conveying warmth through voice tone, even when not visible (e.g. phone calls)

Classroom Management Techniques

  - Wait 15-20 seconds after asking questions before seeking answers

  - Use non-judgmental responses to incorrect answers (e.g. "good effort", "that's one way of looking at it")

  - Make learning personally meaningful by connecting to students' lives

Roma's Teaching Experience

  - Temporary teacher filling in for a term

  - Using past hospitality industry experience to inform teaching approach

  - Building rapport with students through storytelling and engagement

Next Steps

  - Complete reading of Chapter 10 in next session

  - Participants to make notes on chapter insights and post for group discussion

  - Join optional Sunday session for children's book reading and intern meeting

The Teacher’s Academy: 13th October 2024

Chapter 10 of the book focuses on interpersonal relationships between teachers and students and how to handle challenging situations in the classroom.

Key Takeaways

 • Warm interpersonal relationships between teachers and students are crucial for effective learning. However, boundaries must be maintained

 • Teachers need patience, empathy and adaptability when replacing a beloved teacher or handling loss in the classroom

 • Personalising learning involves understanding each student's unique needs and emotional state

 • It's essential to create space for students to process grief and loss while helping them move forward

Chapter 10 Summary: Frowns and Smiles

 • Focused on how a teacher's facial expressions and demeanor impact students

 • Emphasised the importance of maintaining a positive attitude in the classroom, even when challenging

 • Highlighted the problematic situation of a substitute teacher (Roma) having to inform students about their beloved teacher's death

Handling Loss in the Classroom

 • Roma had to inform students about their teacher Sonam's death sensitively

 • She took students outside to say goodbye symbolically, allowing them to express grief

 • Gradually rebuilt trust and created new bonds through positive reinforcement (e.g., star system)

 • Key lesson: Teachers must guide students through life's challenges, not just academic content

Developing Teacher-Student Relationships

 • Participants shared experiences of students struggling to accept new teachers

Strategies discussed:

 • Showing love, care and patience

 • Emulating the positive qualities of previous teacher

 • Coming down to students' level and being somewhat friendly (while maintaining boundaries)

 • Giving students time to adjust

Personalising Learning

 • Recognising each student processes information and emotions differently

 • Allowing time for students to think and respond (avoid rushing)

 • Creating an environment where students feel comfortable participating

 • Understanding the emotional component of learning (e.g. math anxiety)

Integrating Loss and Grief into Learning

 • Importance of openly discussing death/loss, not avoiding the topic

 • Never lie to children about loss, but communicate gently

 • Allow students to express feelings and ask questions

 • Help students develop emotional regulation and the ability to move forward

Next Steps

 • No session next Saturday to allow time for reflection and assignment completion

 • Participants are to complete a video assignment on diversity and personalising learning (3-5 minutes)

 • Participants are encouraged to collaborate on Zoom to complete assignments if desired

ASSIGNMENT: Smiles versus Frowns

1. Diversity exists in many forms. Make a list of diversity markers in your daily life. Do you see more diversity as you make this list, than you may have otherwise noticed? Share some of these new markers in a video along with how is it that you are able to collaborate with them with ease. Also, if there are some frictions or disagreements, in light of this session, share some of your learning on working together in our differences. In the end, also share one new thing that you can do to personalise learning in one relationship that has disagreements along with one need that you may have as a learner in the same relationship to communicate to them on how to make space for your personalised learning in the same vein. If you are able to identify the last two, try to communicate that with the concerned person and share in a line or two, how the conversation made you feel. Video content length: (upto) 2 mins.

2. Addressing the subject of loss and grief, how has your personal experience of processing grief been so far? Has that changed over time? In your class, how have you so far facilitated processing and acceptance of grief? Has this session leant insight into how you may further add to your process? If so, what is it that you would incorporate? Video content length: (upto) 3 mins.

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.

Please submit all your assignments by the 21st of October 2024, we will meet next on the 26th of October 2024 and share your Reflections.