Like vs Unlike and Teenage Challenges

Learning Forward Saturday

To read and discuss Chapter 5, Like vs Unlike on understanding and guiding teenagers, from Wanted Back-bencher & Last-ranker Teacher by Kavita Ghosh Key Takeaways Teenagers define identity through possessions (e.g., Apple, Prada) due to societal messaging (“you are what you own”), using brands to establish status and belonging. Peer pressure is driven by fear of isolation. Saying “no” risks exclusion and the painful loss of shared experiences, which can be more damaging than the negative behaviour itself. Adults can build connections with teens by listening, asking guiding questions, and setting a personal example, rather than lecturing or fighting their battles. Peer pressure can be transformed into “peer strength” by empowering students to take ownership of projects, turning collective influence into a force for high-quality work. Topics Teen Psychology: Materialism & Peer Pressure Core Driver: Identity Formation Teenagers use possessions to answer the question, “Who am I?” This focus on brands (e.g., True Religion, Rolex) can overshadow ethics and relationships. Peer Pressure: Fear of Isolation The primary driver is the fear of being excluded from the group. The pain of isolation and missing out on shared experiences is often a greater deterrent than the negative behaviour itself. Positive Transformation: Peer Strength Peer pressure can be channelled into a positive force. Example: A teacher’s class won a bulletin board competition three times by giving students full ownership of the project, which transformed peer pressure into a drive for excellence. Adult Strategies for Connection Listen: Create a safe space for teens to be heard without interruption. Ask Guiding Questions: Help teens find their own solutions by asking questions that prompt critical thinking. Example: “Do you think your friends are always right?” Set a Personal Example: Model healthy friendships and values to inspire teens. Don’t Fight Their Battles: Empower teens to solve their own problems by offering guidance rather than intervention. Chapter Context: Roma’s Personal Life The chapter opens with a phone call from Roma’s ex-fiancé, Ravi, who is resentful of her decision to adopt a child. Ravi’s derogatory comments about the child and the birth mother reveal a fundamental conflict in values. Roma ends the relationship, stating she cannot be with someone who disrespects women, upholding a core principle. This personal conflict provides a backdrop for the professional discussion on teen behaviour. Next Steps All Participants: Write a reflection on personal experiences with teenagers (at home or school) and how the chapter’s insights might have changed past approaches. All Participants: Share reflections next Saturday for group discussion. FATHOM AI-generated notes.

Love Learning vs Hate Learning

Learning Forward Saturday, March 28, 2026, with Brinda Ghosh and Sandeep Dutt

Today’s session was deeply thought-provoking, focusing on the emotional journey of a student who struggles academically. The passage highlighted how stressful and painful the waiting period for results can be, especially for students who lack confidence in their abilities. The line “The two months… had been sheer torture” clearly reflects the anxiety and fear students experience.

What stood out to me was how the student actually knew some answers and had put in effort, yet the rigid evaluation system failed to acknowledge partial understanding. This made me realise how important it is for teachers to appreciate students’ efforts, rather than just focus on final results.

The session helped me understand that many so-called “weak” students are not incapable, but often discouraged by the system and a lack of support. As a future teacher, I feel it is important to create a classroom where mistakes are valued as part of learning and where students feel encouraged rather than judged.

Overall, the session was insightful and reminded me to be more empathetic, patient, and supportive toward every learner.

Ankita Mishra

The reflection on ‘Love learning and hate learning’ resonates deeply. In this context, the role of a teacher is crucial. They can nurture the love for learning by creating a supportive environment, celebrating small wins, and making learning enjoyable. They can also help students navigate the struggles by providing guidance, scaffolding challenges, and fostering a growth mindset. By doing so, teachers can help students see learning as a journey of growth rather than a source of stress.

Monika Ojha

Today’s session was thought-provoking, highlighting the emotional struggles of academically weak students. The line “The two months… had been sheer torture” clearly showed the anxiety they faced. It made me realise that students often put in effort, but rigid evaluation fails to recognise it. I learned that “weak” students are not incapable; they are just discouraged. As a future teacher, I will focus on being empathetic and supportive, and on valuing effort over results.

Neha Pandey 

Today’s session gave me a deep insight into the emotional challenges faced by students who struggle academically. The line “The two months… had been sheer torture” strongly conveyed the stress and frustration such students go through during their learning journey.

It helped me understand that many students make genuine efforts, but traditional assessment methods often overlook their progress. Being labelled as “weak” can lower their confidence and motivation. In reality, these students are not less capable; they simply require more guidance, patience, and encouragement.

As a teacher, I want to adopt a compassionate and understanding approach. I will try to create a classroom environment where every child feels safe, respected, and encouraged to learn. 

Jyoti Pandey

The distinction between “loving ”and ‘hating’ learning is a powerful one. It highlights why the teacher’s role is so vital; by fostering a supportive environment and celebrating incremental progress, educators can transform challenges into growth opportunities. When teachers provide the right scaffolding and encourage a growth mindset, they effectively shift the student’s perspective from stress to a genuine love for the journey.

Jyoti Mishra

Learning Forward Saturday

Quick recap

The meeting focused on teaching strategies for complex topics in English language instruction, particularly for young learners. Teachers shared various creative approaches, including visual aids, storytelling, and interactive exercises, to help students learn spelling, grammar, and sentence formation. The discussion highlighted the importance of making learning fun through activities like counting on fingers, creating stories from images, and using visual materials to engage students. Teachers also discussed methods for teaching challenging concepts such as number lines and question framing, with particular emphasis on using visual aids and hands-on activities to improve learning. The session concluded with teachers sharing their experiences and discussing how to incorporate these strategies into their classrooms.

Summary

Teacher Roles and Cinema Discussion

Neelashi greeted several teachers and discussed their roles and responsibilities. She inquired about the grades offered and the subjects taught, including English, life skills, and cinema. Shahar introduced herself as the headmistress of Sunbeam School, Balia, and mentioned a previous conversation. Neelashi asked about their teaching methods and what they learn from cinema. The teachers shared information about their backgrounds and current positions, with Neetu Pandey noting that she serves as the academic head and a QCT teacher. The conversation ended after a brief discussion of cinema and its educational value.

Mindfulness and Creative Phrasing Exercise

The meeting began with Neelashi requesting participants to observe a moment of silence and focus on their breathing to stay motivated and engaged. She then shared a screen and instructed the attendees to practice using specific phrases, including "toothbrush is dancing," as part of an exercise. Neelashi emphasised the importance of attention and encouraged participants to arrange pens, paper, and pencils for the activity. She concluded by asking Swati to start the exercise.

Creative Storytelling and Sentence Construction

Neelashi led a meeting in which participants, including Swati, Sunita, and others, engaged in a creative exercise on sentence construction and storytelling. Participants shared their ideas, with some focusing on themes like dancing, trees, and cooking, while others contributed by discussing the process of creating sentences. Neelashi encouraged everyone to participate and provided feedback, expressing satisfaction with the contributions. The conversation ended with Neelashi acknowledging the participants' efforts and inviting Gulabiji to share her ideas, despite her being pregnant.

Grammar Techniques and Learning Strategies

The meeting focused on sentence formation and grammar, with participants discussing techniques for organising sentences to convey a single meaning. Neelashi emphasised the importance of recognising prepositions, proper nouns, and helping verbs, and highlighted the need to engage students through enjoyable learning activities to capture their interest. The group has participated in exercises on unseen passages, sentence framing, and question framing using who, how, why, and what. Additionally, Ranoo raised a concern about teaching number line addition and subtraction in the KG section, noting that students were often confused and required frequent review.

Enhancing Student Question-asking Skills

The discussion focused on teaching children how to frame questions and write correctly, with Nidhi explaining that students face difficulties due to WhatsApp and other platforms. Neelashi emphasised the importance of student engagement and suggested using fun exercises to teach complex topics, while also encouraging participants to share their teaching methods and experiences. The group discussed the need to avoid using Blackboard and considered activities like using unseen passages and games to make learning more engaging.

Innovative Teaching Methods for Children

The teachers discussed various teaching methods and activities to help children learn difficult words and concepts. Sunita shared an activity in which children were taught to use complex words by associating them with simpler ones. At the same time, Ranoo described a visual method for teaching number line subtraction through physical movements. The teachers also discussed incorporating unseen passages and highlighting questions in math lessons, with the Shahar teacher suggesting a regular practice for this approach. Neelashi praised her colleagues' innovative teaching methods.

Enhancing Sentence and Imagination Skills

The meeting focused on sentence formation, comprehension, and imagination-building, with discussions on structuring topics and concluding remarks. Neelashi and Ranoo explored models for sentence making and comprehension, while Neetu emphasised the importance of imagination and improvement. Participants were asked to describe images, with Nidhi identifying a peacock in one picture. The conversation ended with plans to discuss life skills and complex topics in future sessions.

Coastal Training and Question Framing

Neelashi and Prarabadh discussed teaching children through coastal training and question framing, emphasising explicit instruction to help them understand concepts. They explored examples like teaching the word "peacock" and discussed who is looking at various objects, with participants contributing answers. Neelashi inquired about teaching materials in Prarabadh's class, including books, images, and boards, and suggested using visuals to engage children. They also discussed challenges in teaching complex topics and reading unseen passages, with Prarabadh and others considering strategies to address these issues.

Creative Storytelling with Children

The group discussed a creative activity for children in which they create stories using visual elements such as pictures and drawings. Sunita explained how they help children develop scenes and stories by guiding them to imagine elements like clouds, peaks, and birds. Neelashi emphasised that there are no right or wrong answers and encouraged participants to share their thoughts and experiences. The discussion concluded with Neelashi suggesting they try another example and asking Gulabee for help in explaining something through muting.

Classroom Activity for Visual Learning

The team discussed developing a classroom activity to teach unseen passages using images and short-story role-play. Gulabee proposed a counting activity involving colours and visual elements, while Ranoo suggested using alphabet recognition to teach spelling. The group agreed to develop a print-rich, visually engaging classroom environment, with Sunita and others providing support to Ritu in implementing the activity. They also discussed using flashcards and focusing on pronunciation.

Word Ordering and Puzzle Games

The meeting focused on discussing a method for numbering and alphabetising items, with Gulabee explaining that both numerical and alphabetical ordering would be needed for correct sequencing. Neelashi demonstrated a jumbled-word puzzle-solving technique and encouraged participants to use jumbled words to practice their skills. The session concluded with Shahar discussing word games and the concept of creating new words from existing ones, emphasising the importance of learning through play and fun. Neelashi thanked everyone for participating and reminded them of the next meeting scheduled for the following Saturday.

AI can make mistakes. Review for accuracy.

Learning Styles

Brewing Knowledge Friday

The meeting focused on exploring the concept of learning styles and their importance in education, with participants discussing the debate among psychologists about the existence and practical use of different learning theories. The group examined various challenges in understanding and applying learning style theories, including language barriers, the complexity of existing theories, and the limitations of learning style assessments. The discussion concluded with talks about how teachers can accommodate different learning styles in classrooms and exam formats, while also considering whether students can be taught to adapt to multiple learning approaches.

Learning Styles: Debates and Reflections

Neelashi led a discussion on learning styles, drawing from the book "What Did You Ask at School Today?" She highlighted the debate among psychologists about the existence and significance of learning styles, noting that while some find the concept useful, others question its relevance to teaching and learning. Neelashi encouraged participants to reflect on their own learning processes and share their perspectives on the topic.

Challenges in Learning Style Theories

Neelashi and Maira discussed the variety of learning styles among students, with Maira sharing her experience of visual versus auditory learning. Neelashi pointed out the challenges in understanding and applying learning style theories due to the many existing theories, each claiming to categorize learners differently. She emphasized the need for clear guidelines for educators and the difficulty of integrating these theories, inviting feedback and discussion from the participants.

Understanding and Implementing Learning Styles

The group discussed the complexity of learning styles, with Minakshi expressing concern about teachers' ability to understand and implement different theories due to language barriers and confusion caused by multiple theories. Neelashi suggested that this challenge could be an opportunity for teachers to develop their English skills. The discussion also touched on the difficulties of measuring and categorizing learning styles, with various psychologists creating their own tests and questionnaires to assess preferences.

Understanding Learning Styles in Education

The discussion centered on learning styles and their impact on education. Minakshi shared her experience of following parental guidance in her learning approach, which became automatic over time. Neelashi and others discussed the difficulties in identifying and labeling children's learning styles, noting that such labels can sometimes be misleading or restrict teachers' approaches. The conversation also referenced psychologist Daniel Willingham’s perspective on the difference between abilities and learning styles. An unnamed participant from Lotus Petal Foundation introduced themselves and mentioned their preference for visual and reading-based learning methods.

Learning Styles and Education Impact

The discussion focused on learning styles and their influence on education. Minakshi and Neelashi shared experiences of teachers using projects to address students' learning challenges. Neelashi emphasized how labeling students early, such as calling a child a "visualizer," can create a self-fulfilling prophecy and shape their learning approach. The group discussed the limitations of learning style tests and the lack of evidence supporting the matching hypothesis, which suggests students learn best when taught in their preferred style. They also explored the difficulties teachers face in accommodating different learning styles in a single classroom.

Adapting Learning Styles in Classrooms

The discussion centered on implementing different learning styles in classrooms. Manisha explained that teachers can incorporate various learning styles into a single lesson by combining different teaching methods to meet diverse student needs. Neelashi asked whether different learning styles should also lead to different exam formats, to which Manisha responded that exam papers already include a mix of learning styles and multiple intelligences, though this may not always be obvious to students.

Enhancing Assessment and Learning Styles

The group discussed assessment methods and learning styles. Maira explained that current question papers lack balance in question types and could be improved with more varied formats. Manisha emphasized that, although the Indian education system mainly depends on pen-and-paper exams, it also uses activities and holistic development approaches. Neelashi concluded the discussion by asking whether students can be taught to learn in multiple ways, instead of being limited to their preferred learning styles.

Meet And Greet with Dr Anupam Sibal

To discuss Dr Anupam Sibal's book "Is Your Child Ready to Face the World?" and explore parenting insights with educators.

Key Takeaways

•⁠  ⁠Values like compassion, humility, and gratitude remain crucial for raising children, even as technology rapidly changes society

•⁠  ⁠Deeper parent-teacher engagement is needed beyond formal PTAs to support children holistically

•⁠  ⁠Time management, creating a positive environment, and teaching forgiveness are key habits for children's development

•⁠  ⁠The current generation faces unique challenges with impatience and mental health due to the instant gratification culture

Topics

Dr Sibal's Background and Parenting Philosophy

•⁠  ⁠Grew up in Kashmir until age 16, then moved to Delhi for medical studies

•⁠  ⁠Emphasises balance between mother's "soft touch" and father's "hard touch" in parenting

•⁠  ⁠Believes in a collaborative spirit between child and parent, allowing for open debate

•⁠  ⁠Stresses the importance of finding one's calling rather than forcing career paths

Challenges of Modern Parenting

•⁠  ⁠Today's children have much more exposure and access to information

•⁠  ⁠Parents struggle to accept children's logical arguments against their views

•⁠  ⁠Need to create an environment for meaningful dialogue and accept that children may know more about some topics

•⁠  ⁠Important to teach time management, balance, and patience in an instant gratification culture

Developing Compassion and Empathy

•⁠  ⁠The current generation is perceived as lacking in compassion/empathy compared to previous ones

•⁠  ⁠These traits can be trained, but shouldn't be forced - need to create the right environment

•⁠  ⁠Impatience and desire for instant results make it harder to develop these qualities

•⁠  ⁠Mental health issues are more prevalent in the current generation due to a lack of patience

Parent-Teacher Engagement

•⁠  ⁠Formal PTAs are insufficient for authentic engagement - need deeper, more frequent connections

•⁠  ⁠Suggestion to create an app/tool to better connect teachers and parents

•⁠  ⁠Home visits by teachers (1 per week) can dramatically improve engagement

•⁠  ⁠Understanding family challenges is key to supporting students holistically

Next Steps

•⁠  ⁠Explore creating a parent engagement platform as part of GSA initiatives

•⁠  ⁠Consider inviting parents to "Brewing Knowledge" sessions for shared learning

•⁠  ⁠Encourage schools to have teachers conduct regular home visits (1 per week)

•⁠  ⁠Join the upcoming My Good School Sunday session on communication skills with Kartik Bajoria

Thinking of all the teachers - personal and professional

Brewing Knowledge Friday
This week, I am thinking of all the teachers who show up every Friday evening to read together. We were just a handful this week. Some of them joined us from a small village near Dehradun, and some from Delhi. Kamala Mukunda's book opens up a whole array of concepts, challenges your notions and draws you in. When some of these teachers ask and question, I like to think they care, not just about the child but themselves. Questioning is active thinking in comparison to going with the habitual form of thinking. 

Lunch outing!
At my lunch with Sandeep Sir this week, I felt inspired after our conversation about teacher agency and teacher identity. I was thinking of how this space of more teachers can be a space for all of us to find refuge in each other. In sharing our questions, we are committing the act of vulnerability in small form. It will take some time for the collegiality to build here, but the effort has started in that direction. Kamala Mukunda's book is a small gift to the community of teachers, offering a deeper understanding of the body and mind in human life. We can be informed in our pedagogies and reenact the curriculum, knowing how the child learns, instead of succumbing to old practices. 

We ended the reading session with some reflection writing and drawing. The above picture, hand-drawn by Reena (Principal at Arthur Foot Academy), captures her happiness around her students, seeing them smile and learning alongside them. Manisha, the teacher, wrote, "The smiles and nods of my students give me confidence while teaching. Their positive response motivates me to share knowledge with greater enthusiasm and dedication." 

Minakshi Prasad sent this-

All of them are people who have homes, personal lives, fears, joy, desires, dreams, and they choose to teach. Teaching involves presenting the whole person in front of a classroom, who is constantly watched, imitated, and looked up to. More support is needed for the teaching community, and they must find their own voice because it matters. This community of readers and teachers is just a small way of showing our acknowledgment.

Nilashi Mangal
The Teachers Academy
Learning Forward India Foundation

Merging Forward and Backwards Thinking in Education

Institutions are created with a bigger purpose. And it must serve a transformative purpose. But how. It should follow a comprehensive approach - Merging Forward and Backwards Thinking in Education.

Backwards Thinking: Start with the Nation, End with the Child

• Start with Nation: What Citizens Do We Want?

The first step is to envision the kind of citizens the nation needs to be. What skills, values, and character traits should they possess to contribute to the nation's goals, whether it be economic growth, technological advancement, social harmony, or sustainability? 

• Move to Society: What Role Will Citizens Play?

Once we have a clear vision of the ideal citizen, we then consider how these individuals will serve society. Education must equip students not only with academic knowledge but also with social responsibility, community service, and civic engagement. 

• Design the School: How Will Education Foster These Goals?

The next step is to design an educational system that supports these larger societal and national visions. Schools must foster an environment that nurtures intellectual, emotional, and social development. 

• End with the Child: Tailoring Education to the Individual

Finally, backwards thinking brings the focus to the child. The educational system should be designed to cater to the diverse needs of students, ensuring that each child receives the tools, skills, and knowledge needed to thrive in the world. 

Forward Thinking: Start with the Child, End with the Nation 

• Start with the Child: Equip for Real-World Challenges

Schools must prepare students not just academically but also for the challenges they will face in society.  This includes developing critical skills like adaptability, communication, and collaboration. 

• Move to the School: Implementing the Framework

Once students are equipped with the right mindset and skills, the school must adapt its curriculum to meet future needs, embracing innovative teaching practices, and ensure that schools provide an inclusive environment where students can thrive. 

• Focus on Society: Preparing Students to Contribute

Schools must engage students in community service, global citizenship, and projects that address local and international challenges, ensuring that they are not only ready to succeed but also to make meaningful contributions to the world.

• End with the Nation: Building a Workforce for the Future

The final goal of forward-thinking is to ensure that students are prepared to contribute to the nation's future success. 

To conclude, an institution must adopt an integrated approach that combines backward thinking (planning) and forward thinking (implementation), placing the child at the centre. As Shomie Das, the man who saw tomorrow, said, the meaning of education can be summed up in five words: the child at the centre, whether you look backwards or forward.

Failing To Transfer

Saturday Masterclass, 10th of May 2025.

Let's reimagine learning that truly transfers.

Sandeep led a discussion on the challenges of productive failure in teaching, emphasising the importance of understanding why this failure occurs and how to address it. He also discussed the concept of situated cognition, where learning is linked to the environment and experiences, and the importance of context in learning and transfer. The conversation ended with Sandeep expressing gratitude for the support and resilience of teachers and encouraging everyone to participate in the Masterclass certification program.

Key Takeaways

1. We fail to remember because of low retrieval strength. However, forgetting can be good because retrieval practice effectively increases storage and retrieval strengths.

2. We fail to understand because, as novices, we do not have the prior knowledge to see and connect with new knowledge. Therefore, when learning something new, we should prepare to see and not go straight into teaching or telling.

3. We fail to transfer because learning is situated in the context in which we learn, which means that if the context of learning and the context of use or transfer differ, transfer becomes hard.

Emotional Intelligence - RP Devgan

Emotional intelligence is the ability to understand and manage one's emotions. It also involves recognising the feelings of others with compassion. Most children today are unprepared to face the challenges they encounter and give up far too easily. This results from the environment in which they grow up, their exposure to social media, peer influence, and feelings of insecurity.

To be emotionally strong, one must confront occasional failures and setbacks. Those who rise above the odds succeed in life. How does one cultivate emotional intelligence? 

Participating in team games, project-based activities, and solving problems together helps build self-esteem. Team games and activities are essential because they teach us to cooperate, plan, and share ideas. In the event of a match loss or setback, the team comes together to strategise on overcoming weaknesses. The sense of togetherness fosters strong relationships, providing a feeling of security while helping to combat challenges.

Sportspersons are generally emotionally intense because they have learned how to cope with losing. Failure is a great teacher. Losing a match or being unsuccessful is not the end of the world. One must be tough and resilient to get up once again and overcome the odds. This teaches us to manage our emotions both in victory and defeat, and emphasises respecting others' feelings.

Compassion, humility, kindness, and helpfulness are the virtues of an emotionally intense person. In today's world, where people tend to be self-centred, relationships and friendships play a crucial role in building confidence and a sense of security. These life skills help to develop emotional strength and prepare one for any setbacks.

RP Devgan is the Chairman of the Learning Forward India Foundation and a lifelong teacher with experience leading schools worldwide. He advises schools and serves on the board of a residential school in India.

The Education Lab : Masterclass Saturday March 22 , 2025

 

Chapter 19  The Education Lab: Shomie Dad The Man Who Saw Tomorrow by Naga Tummala

Q1. "True leadership is not about authority but about responsibility."
Shomie Das believed in giving students real responsibilities, whether managing a school facility or leading an expedition. As educators, we are not just imparting knowledge but shaping future leaders. How can we integrate leadership-building opportunities in everyday teaching to help students take ownership of their learning and growth?

Q2. "Always challenge children to take risks and navigate their own lives." – Kurt Hahn
Shomie emphasized hands-on learning through outdoor camps, projects, and community work. He knew that learning happens beyond textbooks and in real-world experiences. How can we design learning experiences that push students out of their comfort zones while ensuring meaningful growth and resilience?

Q3. "The purpose of education is not just to fill minds but to ignite them."
Shomie believed that education should be liberal, inquiry-driven, and dynamic. He challenged students and teachers alike to think beyond set patterns. How can we cultivate a classroom culture that encourages curiosity, critical thinking, and independent learning among students?

Q4. "Adaptability is the cornerstone of educational progress."
Shomie Das navigated challenges—whether modernizing schools, introducing co-education, or handling unexpected crises. His ability to adapt while staying true to his educational vision made a lasting impact. How can we, as educators, embrace adaptability in our teaching methods to cater to the evolving needs of students and the changing world?

Gurdeep Kaur
The Teacher's Centre Ambassador

Please write your reflection as a comment below the post. You are required to register with us for our certification program. Details are provided on the website www.DilJeeto.com. You may write me an email mk@learningforward.org.in.

Thank you,
Manisha Khanna
GSA Ambassador

The Scottish Incubator: Masterclass Saturday March 08, 2025

Chapter 17 The Scottish Incubator: The Man Who Saw Tomorrow by Naga Tummala

Q1. "There is more in us than we know. If we can be made to see it, perhaps for the rest of our lives, we will be unwilling to settle for less" – Kurt Hahn.

Actual growth often comes from overcoming one's own doubts, fears, and limitations rather than external challenges. As educators, how can we create environments that empower students to push past self-imposed barriers and reach their full potential?

Q2. Imagine you are designing a school curriculum where students learn as much outside the classroom as inside. What real-world experiences would you incorporate to develop resilience and leadership skills in students? 

Q3. A student in your class consistently misses deadlines and avoids responsibilities. At Gordonstoun, students are expected to self-report mistakes and take corrective actions. Instead of punishment, how would you create a system that encourages students to take accountability for their actions?

Q4. Hahn advocated for placing students in controlled, challenging situations to build resilience. How can we design safe yet challenging learning experiences that prepare students for real-world problem-solving?

Gurdeep Kaur
Ambassador The Teacher's Academy

Cashing in on Confidence: Masterclass Saturday March 01, 2025

Chapter 16 Cashing in on Confidence: The Man Who Saw Tomorrow by Naga Tummala

Q1. The founders refused unethical shortcuts, such as buying leaked exam papers. How can integrity and ethical leadership shape an institution's long-term success, and how do we instill these values in students?

Q2. Overcoming financial struggles and setbacks required persistence and adaptability. As teachers, how can we model resilience in our profession and help students develop perseverance when they face academic or personal challenges?

Q3. The curry-leaf plant analogy emphasizes patience and long-term rewards. How can educators help students shift their focus from instant gratification to long-term success in academics and life?

Q4. The authors emphasize their goal of serving the community. How can teachers integrate community service and social responsibility into their teaching to inspire students to contribute positively to society?

Gurdeep Kaur
Ambassador The Teacher's Academy

Podcast : Tom and Jerry by Reeta Tiwari, Sanyogita Dubey and Sneha Singh

Sunbeam English School Bhagwanpur  

       Life is all about Tom and Jerry tales 

Life is often compared to many things, but today, I see it as Tom and our challenges as Jerry. Just like Tom tirelessly chases Jerry, we too face challenges that test our patience, creativity, and determination. Yet, it’s in this chase that we grow stronger and wiser. Let’s delve deeper into this interesting perspective together."

Yes, challenges are a part of life and can be an opportunity to grow and learn.

However, challenges can be difficult to deal with and can be demotivating. It can take physical, mental, and emotional strength to accept, work around, and overcome challenges. 

Overcoming obstacles and challenges is a fundamental part of life. Without adversity, we would never learn or grow as individuals. Every time we face a difficult situation, we have the opportunity to learn more about ourselves and develop our resilience.

Now I would like to conclude with a famous quote

Being challenged in life is inevitable, being defeated is optional.” 

This is all from Sunbeam English School Bhagwanpur side.

 Thank you and Jai Hind

Reeta Tiwari 
Sanyogita Dubey
Sneha Singh

To Copy VS Not To Copy - Mizan Ali

"A renewed effort after failure tends to be even more creative." 

Success in life is measured by self-awareness and knowledge, which brings maturity and growth. However, in the context of student life, success is often mistakenly equated with the marks obtained on a result sheet. In reality, these scores have limited value in shaping practical life outcomes. Measuring success solely by grades rarely equips students with real-world challenges.

Under the pressure of parents and societal expectations, students often resort to unethical methods—cheating, writing answers on their palms, or sneaking in notes during exams. When these actions are exposed, the student faces embarrassment. Yet, such behavior stems not from malice, but from the overwhelming focus on securing good grades.

Interestingly, children labeled as "unfocused" or "weak in studies" demonstrate remarkable focus when they attempt to cheat. Their fear of failure pushes them to find ways to succeed by any means necessary. This raises an important question: Can a child who displays such determination truly be considered weak? The problem lies not in their capability, but in the misguided approach they adopt to achieve their goals.

As teachers and parents, it is essential to instill strong moral values in children. We must help them understand that exams are not just about obtaining high marks, but about honestly evaluating their knowledge and skills. True literacy and success are measured by how well they can apply this knowledge in real-life situations.

Mizan Ali

Sunbeam Indiranagar

Reflections: Masterclass Saturday- 23rd November 2024

Chapter 2 -A Meeting of Mind

1. Student-Centric or Teacher-Centric: Which school system is sound and why?
2. Why do we require a tree house for education?
3. Compare and contrast between A Tabula Rasa and A Child.
4. Why is faith required in a relationship?
5. What could be the risks and challenges in a school?
6. What is a teacherly ability, and how will you use it in class?
7. How has the education system changed over time in India?
8. Your beliefs shape your reality- Comment

Looking forward to seeing your wonderful and thoughtful reflections!      

Email your reflections to mk@learningforward.org.in.

The Teacher's Academy (11/23/2024

Here are the essential action items from the Masterclass:

• All participants to read Chapter 1 of Shomie Das's book if they haven't already done so.

• All participants to join the Good Schools Alliance WhatsApp community if they haven't already.

• All participants are to reflect on the question "Why do we experiment with our teaching methodologies?" and share their thoughts in the WhatsApp group.

• Sunbeam Schools to prepare for upcoming visits from Jugjiv and Sandeep in December, including live YouTube sessions.

• All participants are to consider attending the next My Good School retreat in April.

छात्र-केंद्रित या शिक्षक-केंद्रित:

1. कौन सी स्कूल प्रणाली अच्छी है और क्यों?

2. हमें शिक्षा के लिए ट्री हाउस की आवश्यकता क्यों है?

3. ए टैबुला रासा और ए चाइल्ड के बीच तुलना और अंतर बताएँ।

4. रिश्ते में विश्वास क्यों ज़रूरी है?

स्कूल में क्या जोखिम और चुनौतियाँ हो सकती हैं?

5. शिक्षक की योग्यता क्या है और आप इसे कक्षा में कैसे इस्तेमाल करेंगे?

6. भारत में समय के साथ शिक्षा प्रणाली में क्या बदलाव आया है?

7. आपकी मान्यताएँ आपकी वास्तविकता को आकार देती हैं-

टिप्पणी करें।

Summary

Establishing a School and Success Factors

In the meeting, Sandeep discussed establishing a school in 2000, focusing on understanding what makes a school successful. They visited various schools, including The Doon School, founded by Satish Ranjan Das, to nurture future citizens of a free India. The Doon School's colonial architecture and atmosphere of industrious serenity left a lasting impression on everyone. They also reflected on the contrast between The Doon School's resources and their own school, which caters to more people with limited income and resources.

Exploring Collaboration With The Doon School

Naga and Raj, two young entrepreneurs, meet Shomie Das, the grandson of Satish Ranjan Das, who founded the prestigious The Doon School. Shomie Das was the former headmaster of The Doon School and is now helping establish new schools. His colonial-style house impresses them, which exudes an intellectual and cultured atmosphere despite not being ostentatious. The meeting piques their interest in collaborating with Das for their educational venture.

Building Relationships for School Support

The NP and Raj discussed their experiences with Shomie Das, who played a significant role in their journey to establish a school. Initially, Shomie hesitated to engage with them, but after several interactions and visits, he agreed to become an advisor. NP and Raj also shared their experience with Shomie Das, who was initially reluctant to join their project but eventually agreed after a visit. They emphasized the importance of personal interactions and visits in convincing these individuals to support their school project.

Promoters' Unique Skills and Partnership

NP and Raj shared their experiences, which differed from those of others they had met. Despite initial doubts about their ability to build a school, the speaker was impressed by their earnestness, dedication, and appetite for risk. The two individuals, Shomie and Raj, had a unique combination of skills, with Shomie being good at sizing up people and Raj being adept at picking up new ideas. The two also recounted a story that encapsulated their partnership, highlighting the importance of trust and belief in their success.

Trust as Core for Successful Learning

In the meeting, Sandeep discussed the importance of trust in education and how it can lead to successful learning. He emphasized that trust is the core for any learning to thrive. He shared an anecdote about how two young people trusted their gut and approached a consultant, Shomie, who eventually became a crucial figure in their educational journey. Sandeep also highlighted the significance of developing trust in a class, even in a virtual setting. Carol agreed with Sandeep's points, emphasizing that trust is essential for building relationships and sharing thoughts and feelings.

TheTeacherApp Development and Trust

Sandeep discussed the development of TheTeacherApp, which is now available on various platforms. The app, developed in collaboration with Bharti Airtel Foundation, will provide content and allow users to join webinars. Sandeep also shared his experience working with the Bharti Airtel Foundation, emphasizing the importance of trust, hard work, and expertise in achieving success. He used the example of building a treehouse in a school to illustrate this point. Initially seen as a joke, the treehouse symbolised the team's shared belief in education and commitment to creating a nurturing environment for children.

Exploring Good Schools and Teaching Methods

In the meeting, Sandeep discussed the concept of a good school, emphasizing the importance of nature, size, and nurturing relationships. He also reflected on the previous week's discussion about experimenting with teaching methodologies to cater to students' varied learning styles and intelligences. Carol agreed with these points and shared her experiences with parent forums and student feedback mechanisms. The team decided to meet every Saturday to discuss one chapter and create thought points, encouraging reflection and post-processing. The goal is to make the process easy and manageable for everyone.

Transition to Whatsapp and Retreats

Sandeep discussed the transition from Telegram to WhatsApp for communication within the Good Schools Alliance. He explained how to navigate the Whatsapp platform, including joining the Teachers Academy, contributing to the Joy of Giving project, and participating in the Impact team. He also mentioned the upcoming Good School Retreats, scheduled for November 14th and April 14th, which will celebrate the birthdays of Nehru and Ambedkar. Sandeep encouraged everyone to express their preference for communication through WhatsApp or Telegram, as the team aims to engage with all members effectively.

Admitting Participants and New Programs

In the meeting, Sandeep discussed admitting participants and the importance of maintaining a culture of trust and learning. He also introduced a new program for their visit in December, which includes a live master class on YouTube and a "My Good School" program. The aim is to benefit all Sunbeam schools, with the visit scheduled from the 12th to the 16th. Sandeep also mentioned that the broadcast will be hosted from Lahartara and Bhagwanpur, with each event having a different learning outcome. He encouraged the focus on late middle years and interns for the "My Good School" program and welcomed all teachers to participate.

Communication Shift and Upcoming Events

In the meeting, Manisha informed the team about a shift from Telegram to WhatsApp for communication and encouraged everyone to join the WhatsApp group. She also announced that December is the visitor's date, and the subsequent retreat is in April. Sandeep suggested that team members could post their thoughts and reflections on the flagship, and Manisha agreed to pick them up and post them. The conversation ended with no further questions or concerns raised.

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