It’s all about helping teachers, educators, and students access the tools they need to embrace the joy of learning, including reading and critical thinking.
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.
Wealthy people place their valuables in a bank locker for safekeeping. At the other end of the spectrum, individuals who’ve fallen on hard times often live out of public places and restrooms. Did you realise there’s a third category of inbetweeners who seek a slightly different type of refuge, in a different type of place altogether?
Children. Even and including those who belong to ‘decent’ families, reasonably well-to-do backgrounds. For many amongst them, what they earn, their personal currency, their spectrum of emotions, feelings and sentiments, owing to a set of unsavoury circumstances that doesn’t allow them to feel ‘whole’ at home; deposit their respective emotional-chests, at school!
While we as parents, teachers and caregivers wax lyrical about steps to make schools safer, more secure, less prejudiced places; the aforementioned group of children has already, being unaffected by the pervading school environment, invested all of themselves they can’t elsewhere, at school.
These are the children who secretly long to reach school, and given a choice, remain!
Now let us add another layer of current reality to this situation. There is a desperate need for what we broadly understand and term – social emotional learning. This is irrespective of the type of child, and their circumstances. Especially from a future standpoint, the more deeply individuals are self-aware, have formed identities they are proud of, love, and are unique and differentiated, the better their chances at surviving and thriving in an uncharted upcoming global landscape that is almost impossible to estimate with any accuracy.
With these few different directions and reasons that are making a strong case for ‘education’ to be much more ‘emotionally inclusive & evolutionary’, perhaps it is time we questioned some core fundamentals & constructs, rather than trying our current approach of retrofitting & retrofitting?
Ironic. When I teach Essay Writing as part of my communication skills classes, I suggest to students that as far as possible, and particularly when they raise a problem in their respective pieces, they should also try to provide potential solutions/suggestions. I find that having presented what I see to recognize as a very real reality, one that needs urgent and probably paradigm-altering solutions, I do not myself have any to offer!
Having realized, for myself at least, that retrofitting the existing mainstream schooling systems is not proving particularly effective, residential schools also falling into similar traps, not to mention their own existential crisis; I do have a certain thought. It is a radical thought. One that will require a leap of faith, and redefining several vital facets of mass-standardized education. But when has catering to a completely new/different set of needs ever been easy!
The way I see this. A possible solution could be in the form of a hybrid model of education, that combines a Gurukul-style physical micro-school that will bring together a modest cohort and unite them with a mentor who will address holistic values, spirituality, self-exploration & awareness, and building identity, purpose and morality. And this will co-exist with a completely technology & AI based customised academic/scholastic learning solution that each learner will also attend on an everyday basis, from home itself, encompassing the bulk of what students today physically visit schools for.
To my mind, this system could present numerous advantages. In addition to the obvious merits stated above, for instance, gurukul would return children to nature, s key suggestion being strongly put forth by many in the mental health & wellness space, for good reason. Furthermore. Why, for example, can we not embrace and compliment education with allied services from AI, instead of waiting for our fears of AI making human teachers redundant, to actually take place? Similarly, why not, rather than retrofitting the current schooling system with diluted elements of SEL, turn it on its head, and take a few systems from the current that are good, and bring those to a revivalist-gurukul. In my school for instance, aside from our headmaster and housemaster, we had tutors. In other schools, a similar role was performed by people called house-parents; only the nomenclature changed. Individuals who’d be quasi parents, emotional supports, pastoral carers. Bolster gurukul with these roles and evolve the rest of current schooling’s academic duties and obligations and make it AI led.
Is it not in any case observed in as many sectors and realms of life; there comes a point on an evolutionary cycle, that we reference, draw from, reconstruct past/historic systems and values. The gurukul system, so deeply embedded in our culture and conditioning, could just present what we, rather what children at this point need.
Nobody has the elusive magic-mantra to educational success. Trial and error, just as good teachers advise their students, is a process that we as alleged education-leaders must also adopt. It is the only way. The right way. So the E in that word is equal Education & Emotion.
Kartik Bajoria – Founder Driveway Devi Life Guidance
To read from The Courage To Be Happy by Ichiro Kishimi and Fumitake Koga, and explore Adlerian psychology’s views on the past, the present, and classroom management.
Key Takeaways
The Past Is a Narrative: The past is not a fixed reality but a story we construct in the present to align with our current goals and worldview.
Focus on “What Now?”: The “Triangular Column” model shifts focus from unproductive complaints (“That bad person,” “Poor me”) to the actionable question: “What should I do from now on?”
Classrooms Are Democracies: Treat classrooms as democratic nations where students are sovereign. Rules must be established by consensus, not dictated, to foster active observance over passive obedience.
Problem Behaviour Stems from Ignorance: Most problem behaviour is not malicious but stems from a lack of knowledge. The adult’s role is to teach with reason, not to punish with emotion.
Topics
The Past Is a Narrative
Adlerian psychology asserts that the past is a narrative we construct in the present to serve our current goals.
Example (Dog Bite): A man’s memory of a dog bite was initially a story of a “perilous world.” As his worldview shifted to a “safe world,” the memory expanded to include a stranger’s help, demonstrating how the present shapes the past.
Historical Parallel: History itself is a narrative rewritten by the victor to legitimise their power.
The “Triangular Column” Model
This model visualises the psyche, reframing past problems into actionable steps for the present.
Sides 1 & 2 (Visible): “That bad person” (blame) and “Poor me” (victimhood).
Side 3 (Hidden): “What should I do from now on?” (action).
Purpose: To shift focus from unproductive complaints to constructive, forward-looking action.
Classrooms as Democratic Nations
The classroom should be a democratic nation where students are sovereign citizens.
Teacher’s Role: Not a dictator, but a facilitator of consensus.
Rule-Making: Rules must be established by student consensus. This fosters active observance (“our rules”) over passive obedience (“their rules”).
Dictatorship Analogy: A teacher who dictates rules creates a “corrupted dictatorship” that invites student rebellion.
Why Negate Reward and Punishment?
Adlerian psychology argues against both rebuking and praising.
Rebuking: Ineffective because most problem behaviour stems from ignorance, not malice. The adult’s role is to teach with reason, not to punish with emotion.
Praising: Creates dependence on external validation, undermining a student’s intrinsic motivation and self-worth.
Next Steps
Sandeep Dutt: Bookmark for the next session on March 21.
Group: Discuss the “Five Stages of Problem Behaviour” in the next session.
To review education research and motivate teacher professional development.
Key Takeaways
Research-Backed CPD: The session drew on findings from a multi-partner study (Tata Trust, HP Foundation, etc.) to establish that continuous professional development (CPD) is a research-backed necessity, not merely a school mandate.
Classroom Gaps: The study identified key gaps: inactive print materials (73% of classrooms), rigid seating (73%), and limited use of home languages (9%), despite high teacher proficiency (73%).
Feedback & Differentiation: Teachers' current feedback is often superficial (e.g., "Good"), and differentiation is rare (30% of teachers). The research recommends targeted strategies like flexible grouping and scaffolded tasks.
Oral Language Focus: The study found that language teaching relies on rote copying. The group discussed shifting to open-ended questions that require inference and prediction to develop critical thinking.
Topics
Motivation for Professional Development
The session's goal was to shift the perception of Learning Forward Saturday from a mandatory event to a research-driven necessity for improving teaching.
The discussion focused on a study by partners including Tata Trust, HP Foundation, and Quality Education Support Trust to provide an evidence-based foundation for this work.
Classroom Environment & Interaction
Findings:
Print-rich materials are common but often at inaccessible heights.
Seating is rigid (73% in rows/columns), limiting interaction.
Student talk is minimal, with few opportunities for free conversation.
Home languages are rarely used (9% of teachers), hindering comprehension.
Recommendations:
Place print materials at eye-level and use them actively.
Adopt flexible seating to foster collaboration.
Strengthen teacher-child relationships to build student confidence.
Consistently use home languages to improve participation.
Discussion:
Brinda noted the NEP also recommends using mother tongue for clarity.
The group agreed immersive language exposure is more effective than translation.
Brinda shared a personal anecdote of a child learning four languages simultaneously through immersion.
Lesson Planning & Delivery
Findings:
Teachers rarely monitor work during tasks.
Feedback is superficial and lacks guidance for improvement.
Questioning is often whole-class, eliciting choral responses.
Differentiation is rare (used by only 30% of teachers).
Recommendations:
Use regular observation to identify errors and adjust instruction.
Provide specific, actionable feedback with clear steps for improvement.
Use varied checks for understanding (e.g., asking individuals to explain).
Implement targeted strategies like flexible grouping and scaffolded tasks.
Discussion:
Sunita shared a feedback system using "Good," "Very Good," and "Increase Effort" stamps.
Brinda stressed the need for clear instructions to prevent misunderstandings.
Manjula suggested seating struggling students at the front for more attention.
Brinda advised investigating the root cause of learning difficulties and challenging bright students to prevent boredom.
Neelashi suggested having students create puzzles to develop problem-solving skills and foster compassion.
Language Teaching Practices
Findings:
Oral language activities rarely use real-life experiences or open-ended questions.
Decoding instruction is unsystematic.
Independent reading lacks teacher guidance (only 18% of teachers provide it).
Writing tasks are mostly rote copying (blackboard/textbook).
Recommendations:
Connect oral language activities to familiar contexts.
Use open-ended questions to encourage prediction, inference, and deeper thinking.
Discussion:
The group defined open-ended questions as those with no single "right" answer, requiring students to explain their reasoning.
Minakshi gave an example: "Why do we need to study school?" vs. a closed question like "Is this right or wrong?"
Next Steps
Neelashi: Share the research document link with all teachers.
Neelashi: Schedule the next session to continue the discussion.
Minakshi: Share the "Kachua and Khargosh" (Tortoise and Hare) story video with the group.
Reading from the book "The Courage To Be Disliked" and discussing Adlerian psychology's "separation of tasks" concept for improving relationships.
Key Takeaways
Separate Tasks to Reduce Suffering: Identify whose task an outcome belongs to (the person who receives the result) and do not intervene in others' tasks. This is the first step to lightening life's load.
Intervention is Egocentric Control: Forcing others to act for their "own good" is often a "life lie" used to fulfil the intervener's own goals (e.g., social appearance, control), not to help the other person.
Freedom Requires Rejecting Recognition: Living to satisfy others' expectations is unfree. True freedom comes from choosing one's own path, even if it means being disliked.
"Productive Failure" is Essential: Allowing others to fail is necessary for them to learn and build courage. Constant intervention prevents this growth and fosters a fear of challenges.
The Separation of Tasks
The core principle is to identify whose task an outcome belongs to.
Rule: The person who receives the end result of a choice owns the task.
Example: A child's studying is the child's task, as they receive the results (e.g., grades, school admission).
Intruding on another's task is the root of interpersonal conflict.
This is not non-interference (indifference); it is offering support only when requested, respecting the other's autonomy.
Applying the Principle
Parent-Child: A parent's worry over a child's choices is the parent's task. The child is not living to satisfy parental expectations.
Workplace: A boss's unreasonable anger is the boss's task. The employee's task is to do their work without lying, not to seek the boss's approval.
Belief: Believing in someone is one's own task. How that person acts is their task. Pushing one's wishes without this separation becomes "stalker-like intervention."
The Gordian Knot: A Metaphor for Change
The "Gordian Knot" anecdote illustrates the need for a radical approach to complex relationship problems.
Conventional Method: Trying to "unravel" the knot (e.g., using conventional social thinking) is slow and ineffective.
Adlerian Method: "Cutting" the knot (e.g., separating tasks) is a direct, revolutionary act that creates freedom.
Result: This creates a necessary "moderate distance" in relationships, which is essential for healthy interaction and mutual respect.
The Desire for Recognition vs. Freedom
The Youth argues that living to satisfy others' expectations is easier and provides a guide for life.
The Philosopher counters that this is an unfree way to live, driven by a fear of being disliked.
Trying to please everyone is a "life lie" that leads to continuous stress and self-deception.
Conclusion: Separating tasks is not egocentric; intervening in others' tasks is. True freedom comes from choosing one's own path.
Next Steps
Gurdeep: Share the Kindle bookmark and Otter.ai takeaways in the WhatsApp group.
All: Reflect on the concept of "separation of tasks" in personal relationships.
All: Consider the balance between maintaining boundaries and nurturing relationships.
All: Explore ways to communicate and collaborate without getting caught in cycles of expectation and judgment.
All: Research "Productive Failure" to deepen understanding of experiential learning.
Proceeding with Kamala Mukunda's book had me think a lot about these concepts like 'working memory' and 'recognition memory.' As a teacher, it is fascinating that the brain develops with age and seeks new kind of stimuli, builds new information with it and processes it at a different speed with age.
Like always, some questions haunt me- How do I make lesson plans for my students with this background knowledge now? Do I base my decisions on theoretical understanding or completely on what I see in front of me? If I know this theory now, can I have a shortcut? Can ChatGPT make my lesson plans based on inclusivity and brain development? When teachers sit together with tea, the presence of our teacher identity, our vocation, students, their wellbeing and our wellbeing is always entering the conversation. It branches out to different things. This is what happened this week at Brewing Knowledge with our wonderful group of teachers. We read about Child Development and some teacher raised a question to the group- Where are we going wrong as teachers? In this era, we are doing this and that, having activities and what not, why is it that children are still learning less? Why are they not able to retain? Why is the memory span so low? We had a long exchange where we recognised our limitations as teachers and that we are living in times where so-called knowledge is readily available at the tip of our fingers and information is now tailored in seconds by AI, can we then still resort to the same methods of teaching like before?
When I mull over the ideas about Child Development, I am also asking myself- Are the assessments/examinations aligned with this idea? Kamala Mukunda's book looks at you in the face with compassion because she addresses you while challenging you to a better version of yourself in the classroom.
Brewing Knowledge can make you question how can reading online be relevant for teachers but one has to be there to know. The session does not offer a real cup of coffee but a real version of some reflection that would have gone along with it and I often come out of the session with more questions that in my head than when I entered the session.
Write a weekly blog column on Brewing Knowledge, incorporating teachers' reflections from the WhatsApp chat.
Neelashi
MEETING SUMMARY ✨
To continue the "Brewing Knowledge Fridays" book discussion series, we will focus on Chapter 4 of Kamala Mukunda's book on child development.
Key Takeaways
The brain undergoes significant growth and development from birth through adolescence, with synaptic connections forming and pruning based on experiences.
Child development occurs through a combination of stage-like qualitative changes and continuous quantitative improvements in cognitive ability.
Children are not "blank slates" at birth, but come with some innate capabilities that interact with environmental experiences.
Engaging students through active listening and allowing them to share their thoughts is crucial for addressing attention-seeking behaviours.
Highlights
Brain Development in Children.
Brain weight increases rapidly in the first year from 400g to 850g, reaching 1450g by adulthood.
The cerebral cortex is less mature at birth, with frontal/prefrontal cortices maturing in late adolescence.
Brain plasticity involves the formation of synaptic connections and the myelination of neurons.
Experience-expectant plasticity: overproduction and pruning of synapses based on experiences
Experience-dependent plasticity: formation of new synapses in response to specific experiences
Theories of Cognitive Development
Piaget described distinct developmental stages with qualitative differences in reasoning abilities.
Alternative view: continuous quantitative changes in processing speed, knowledge, and strategies
Debate on whether development occurs in discrete stages or as gradual, incremental improvements
Educational implications around concept teachability, learning readiness, and environmental stimulation
Nature vs. Nurture in Child Development
Children are not "blank slates" - born with some innate neural circuits and abilities.s
Significant interaction between genetics and environment from birth
Analogy of a child's brain having an innate "operating system" to which programs are added
Mythological tales and research support the idea of some inherited knowledge/tendency
Addressing Attention-Seeking Behaviours
Give students opportunities to be heard and express themselves
Allocate time to listen to students' thoughts and observations
Use creative activities like drawing to channel students' need for attention
Recognise potential lack of attention at home, driving classroom behaviours
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: thechild at the centre, whether you look backwards or forward.
Chapter 11: A School Called Home: Shomie Das The Man Who Saw Tomorrow by Naga Tummala
Q1. The mother in the chapter plays a vital role in shaping the child's learning experience by reading stories and ensuring a nurturing environment. How can schools engage parents more actively in their child’s learning journey? How can teachers collaborate with families to extend learning beyond the classroom?
Q2. Like the one in the chapter, a child learns to read, write, and do arithmetic in a home-based setting for a few hours daily. The routine includes storytelling, exploration, and breaks for creativity. There is a strong emphasis on balancing academics with free play. As a teacher, what strategies (e.g., differentiated learning, project-based learning) can you adopt in your classroom to replicate the flexibility and individual focus of a homeschooling environment?
Q3. Drawing from the idea of a "home-like" atmosphere, what elements (e.g., comfort, emotional security, a sense of belonging) can you bring into your teaching space to support your students' growth and well-being?
Q4. What are the key advantages and challenges of homeschooling compared to traditional schooling, especially regarding academic growth, social skills, and emotional well-being? How can traditional schools incorporate elements of homeschooling to address these areas?"
Gurdeep Kaur The Teacher's Academy GK@LearningForward.org.in
Institutions are created with a bigger purpose and must serve a transformative purpose. But how? They should follow a comprehensive approach: Merging Forward and Backward Thinking in Education.
Backward 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. What skills, values, and character traits should they possess to contribute to the nation's goals—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 consider how these individuals will serve society. Education must equip students with academic knowledge, 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, backward thinking brings the focus to the child. The educational system should be designed to cater to students' diverse needs, 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 academically and 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 have the right mindset and skills, schools must adapt the curriculum to future needs, embrace innovative teaching practices, and ensure that students thrive in an inclusive environment.
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 they are ready to succeed and 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), keeping 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 center—whether you look backward or forward.
Gurdeep Kaur The Teacher's Centre Learning Forward India Foundation
When we come across the word entrepreneur or enterprise, we get a mental image of business, economics, profits, losses, etc. However, in this Shark Tank-inspired world, we seem to have lost the true meaning, the essence behind the words' enterprise and entrepreneurs'
The true meaning of enterprise lies in another short yet mighty word - initiative. The willingness to take initiatives utilizing creativity, resourcefulness and determination can be called enterprise, and the ones who accomplish this are called entrepreneurs.
So, what type of initiatives do teachers take?
At its heart, teaching comes down to communication between a teacher and a student. Taking the initiative in understanding the students' psyche is the first step we can take towards the growth and development of the child. Understanding how a child's brain works is the best way to understand how their minds can be moulded and trained.
Along with understanding the psyche of the learners, we must also make it a point to understand how their world revolves, what things inspire them, what makes them curious and where their interests lie. We can guide them towards a place of knowledge and society when we understand their world.
It seems relatively easy to just state facts and list events that took place hundreds of thousands of years ago. However, taking the initiative to understand the learners' perspective and then moulding lessons to fit their ideas and beliefs is where actual teaching comes about.
An analysis is a crucial part of a teacher's enterprise, which I try to practice in my teaching and everyday life.
Sharon Philip
Gyanshree School Noida
