Beyond Marks: What True Education Looks Like

Learning Forward Saturday with Brinda Ghosh

Discussing Tara Westover’s memoir, Educated, and its themes.

Key Takeaways

• The group reviewed reflections on Educated, highlighting Gulabee’s post on home vs. school learning for publication in the “Read and Lead” newsletter.
• Sandeep Dutt introduced the “CH Factor” (Curiosity & Hygiene) as a framework for school success, arguing it builds creativity, collaboration, and citizenship.
• A reading from the memoir showed Tyler’s silent rebellion against his father’s anti-education views by juicing his tacos, a symbolic act of defiance.
• The session recap and participant reflections are available on the happyteachers.in website.

Topics

Recap & Reflections on Educated

The session began with a recap of the previous meeting, which focused on childhood memories, family dynamics, and homeschooling.

Sunita Tripathi’s reflection emphasised the importance of understanding a child’s full story to explain their actions and build confidence.

Brinda Ghosh led a discussion on homeschooling’s potential as an effective alternative to traditional schooling.

Gulabee’s Reflection: Home vs. School Learning

Gulabee read her reflection aloud, posing the question: Does education begin at school or at home with family and life experiences?

It argued that home provides initial lessons (speaking, behaviour), while school offers opportunities to expand those experiences with knowledge and critical thinking.

A personal anecdote illustrated this: a quiet student, dismissed as uninterested, revealed deep practical knowledge of environmental conservation when prompted, proving that students arrive with a “world of experiences.”

The “CH Factor” Framework

Sandeep Dutt introduced the “CH Factor” (Curiosity & Hygiene) as a framework for school success.

Curiosity → Builds creativity, collaboration, and citizenship.

Hygiene → Fosters good citizenship.

Rationale: A low CH factor leaves a child unprepared for the world.

Reading from Educated: Tyler’s Defiance

Brinda Ghosh reads a passage from the memoir in which Tyler silently defies his father as he prepares for college against his father’s wishes.

While his father lectures about the “Illuminati,” Tyler carefully prepares three tacos, then puts them into a juicer and drinks the resulting liquid.

This act of defiance symbolises the period, representing Tyler’s quiet but firm resolve to pursue education despite his father’s opposition.

Next Steps

All Participants:

Read and reflect on Educated, focusing on homeschooling and education at home.

Share reflections for potential publication in the “Read and Lead” newsletter.

Childhood Memories and Family Ties

 • Book Reading Session: Brinda led a Saturday afternoon reading session on “Educated” by Tara Westover.

 • Session Focus: Teachers shared reflections on chapters about childhood memories, family dynamics, homeschooling, and alternative educational approaches.

 • Next Steps: Participants are to read, reflect on, and share their thoughts on the book, particularly focusing on homeschooling and education at home, in preparation for the next session.

 • Educational Content Feedback: Sunita highlighted the importance of understanding a child’s full story and background, emphasising how the content explains the context behind a child’s actions and the development of self-confidence.

 • Literary Analysis Discussion: Lovkush analysed a literary work, focusing on themes of family dynamics, mental health, and cultural conflicts, particularly modernity’s impact on traditional family structures.

 • Alternative Education Discussion: Brinda led a discussion on homeschooling, highlighting its potential for effective education outside traditional school settings and encouraging participants to reflect on its possibilities.

स्मृतियों का टकराव और पहचान का बिखराव - लवकुश सिंह यादव

यह अंश पारिवारिक इतिहास, व्यक्तिगत बदलाव और स्मृतियों के धुंधलेपन की एक बेहद मार्मिक और जटिल तस्वीर प्रस्तुत करता है। लेखिका तारा वेस्टओवर जब अपनी माँ की शादी की पुरानी तस्वीर और अपने पिता के अतीत को देखती हैं, तो वह केवल एक कहानी नहीं बता रही हैं, बल्कि पहचान के उस गहरे अंतर को तलाश रही हैं, जो समय के साथ उनके परिवार में आया।

इस अंश से जुड़े कुछ मुख्य विचारणीय बिंदु इस प्रकार हैं:

1. दो अलग-अलग दुनिया का टकराव

अंश की शुरुआत में ही माँ के मायके (शहर की सुसंस्कृत और आधुनिक दुनिया) और पिता की दुनिया (पहाड़ की धार्मिक और रूढ़िवादी दुनिया) के बीच का गहरा तनाव साफ दिखाई देता है। लेखिका की मौसी ‘लिन’ का माँ को शहर की दुनिया (गैबार्डिन के कपड़े, क्रीम जूते) में बनाए रखने का प्रयास और पिता का हमेशा शहर के लोगों से रूखा व्यवहार यह दिखाता है कि यह शादी केवल दो लोगों का मिलन नहीं, बल्कि दो संस्कृतियों का टकराव थी।

लेखिका का यह वाक्य बेहद गहरा है: “माँ की शादी का मतलब हमारे परिवार का विघटन था... कोई एक ही उसे अपने पास रख सकता था।” यह दर्शाता है कि कैसे एक महिला को अपनी शादी के लिए अपनी पुरानी पहचान को पूरी तरह छोड़ना पड़ा।

2. समय और परिस्थितियों का क्रूर बदलाव

इस अंश का सबसे भावुक और गहरा हिस्सा वह है, जहाँ लेखिका अपने माता-पिता की शादी की एकमात्र तस्वीर का वर्णन करती हैं। तस्वीर में दिखने वाला युवक खुश, बेपरवाह और बड़ी-सी मुस्कान वाला है। लेकिन लेखिका के लिए इस सच को स्वीकार करना असंभव-सा है, क्योंकि उन्होंने जिस पिता को देखा है, वे हमेशा डरे हुए, चिंतित और दुनिया के अंत की तैयारी में खाना और बारूद जमा करने वाले व्यक्ति रहे हैं।

यह विरोधाभास हमें सोचने पर मजबूर करता है कि समय, मानसिक स्थिति और कट्टर धार्मिक विचारों ने एक हँसते-खेलते युवक को इतने शंकालु और गंभीर व्यक्ति में कैसे बदल दिया।

3. स्मृतियों की अविश्वसनीयता

तारा वेस्टओवर स्वीकार करती हैं कि पिता के अतीत के बारे में वह जो कुछ भी जानती हैं, वह केवल “टुकड़ों-टुकड़ों में मिली कहानियाँ” हैं। वह कहती हैं, “मैं उस व्यक्ति को नहीं जानती जिसे मेरी माँ जानती थीं।” यह पंक्ति यह दर्शाती है कि बच्चे अक्सर अपने माता-पिता के उस रूप से कभी नहीं मिल पाते, जो वे शादी या बच्चों के जन्म से पहले थे।

हमारे माता-पिता का एक अतीत ऐसा भी था, जहाँ वे आज से बिल्कुल अलग और आज़ाद थे, जो बच्चों की पहुँच से परे होता है।

4. बदलाव के शुरुआती संकेत

अंश के अंत में लेखिका पिता के व्यवहार में आए शुरुआती बदलावों को टटोलने की कोशिश करती हैं। वह सवाल उठाती हैं कि क्या अस्पताल के बजाय घर पर दाई से डिलीवरी कराने की ज़िद सिर्फ एक “सनक” थी या फिर समाज और व्यवस्था से अलग होने की उनकी सनक की शुरुआत? यह दिखाता है कि कैसे धीरे-धीरे उनका परिवार आधुनिक दुनिया और चिकित्सा सुविधाओं से कटकर पूरी तरह पिता के कड़े नियमों के अधीन होता चला गया।

निष्कर्ष

यह अंश हमें यह सिखाता है कि कोई भी व्यक्ति जन्म से कट्टर या अलग-थलग नहीं होता; परिस्थितियाँ और विचार इंसान को धीरे-धीरे बदलते हैं। यह इस बात का भी एक सुंदर उदाहरण है कि कैसे पुरानी तस्वीरें हमें इतिहास के उस सच से रूबरू कराती हैं, जो आज के वर्तमान से बिल्कुल अलग हो चुका है। तारा का यह लेखन पारिवारिक रिश्तों की गहराई और उनकी कड़वी सच्चाइयों को बहुत ही ईमानदारी से सामने लाता है।

लवकुश सिंह यादव

परिस्थितियाँ चाहे कितनी भी कठिन क्यों न हों, हमें धैर्य, आत्मविश्वास और सकारात्मक सोच बनाए रखनी चाहिए - मंजुला सागर

आज के सत्र ने हमें बहुत प्रभावित किया। हमने यह सीखा कि हम अपने परिवार और आसपास के लोगों को हमेशा पूरी तरह से समझ नहीं पाते। बचपन में हमें जो बातें सामान्य लगती हैं, बड़े होने पर उनका अर्थ अलग दिखाई दे सकता है।

इस पाठ की सबसे महत्वपूर्ण सीख यह रही कि परिस्थितियाँ चाहे कितनी भी कठिन क्यों न हों, हमें धैर्य, आत्मविश्वास और सकारात्मक सोच बनाए रखनी चाहिए। जीवन में सफलता प्राप्त करने के साथ-साथ अपने रिश्तों, संस्कारों और मानवीय संवेदनाओं को सुरक्षित रखना भी उतना ही आवश्यक है।

यह पाठ केवल अतीत की स्मृतियों का वर्णन नहीं करता, बल्कि हमें वर्तमान जीवन को बेहतर बनाने की प्रेरणा भी देता है। इसने मुझे पारिवारिक संबंधों के प्रति अधिक संवेदनशील बनने, अपने बड़े-बुजुर्गों के संघर्षों का सम्मान करने तथा जीवन में प्रेम, सहयोग, सादगी और दृढ़ संकल्प जैसे मूल्यों को अपनाने के लिए प्रेरित किया।

मुझे यह भी समझ आया कि कठिन परिस्थितियों के बावजूद इंसान आगे बढ़ सकता है। तारा के जीवन में परिवार, परंपराएँ और कठिनाइयाँ बहुत प्रभावशाली थीं, लेकिन शिक्षा ने उसे अपने विचार स्वयं बनाने और दुनिया को अलग नजरिए से देखने का अवसर दिया। किसी व्यक्ति के व्यवहार को समझने के लिए उसके अनुभवों और परिस्थितियों को समझना जरूरी है। साथ ही, परिवार का महत्व, अपनी पहचान को समझना और शिक्षा के माध्यम से अपने विचार विकसित करना बहुत महत्वपूर्ण है।

तारा का जीवन बड़ी मुश्किलों और कठिनाइयों के साथ बीता। वातावरण अनुकूल नहीं था, फिर भी उन्होंने बड़े हिम्मत और साहस के साथ उन परिस्थितियों का सामना किया, आगे बढ़ीं और अपना लक्ष्य हासिल किया। उनके इस संघर्षपूर्ण जीवन ने हमें अत्यंत प्रभावित किया और यह सीख दी कि हिम्मत, साहस और मेहनत के जरिए व्यक्ति बहुत कुछ हासिल कर सकता है। परिस्थितियाँ चाहे जो भी हों, शिक्षा केवल किताबों का ज्ञान नहीं देती, बल्कि हमें अपने जीवन, परिवार और दुनिया को एक नए नजरिए से समझने की क्षमता भी देती है।

मंजुला सागर, Sunebam Gramin School

Reflections on “Childhood Memories and Father’s Warning” and “The Midwife” - Mamta

आज के सत्र में “Childhood Memories and Father’s Warning” तथा “The Midwife” जैसे भावपूर्ण अंशों को सुनने और समझने का अवसर मिला। इन अंशों के माध्यम से बचपन की यादों, परिवार के साथ बिताए पलों, माता-पिता के स्नेह और जीवन में आने वाली कठिन परिस्थितियों को समझने का अवसर मिला। कहानी में पिता की चेतावनी और उनके अनुभवों से यह महसूस हुआ कि माता-पिता द्वारा दी गई सीख के पीछे हमेशा बच्चों की सुरक्षा और भलाई की भावना होती है।

“The Midwife” के प्रसंग ने मुझे विशेष रूप से प्रभावित किया। इसमें कठिन परिस्थिति के बीच एक माँ और उसके परिवार की भावनाओं तथा एक मिडवाइफ की जिम्मेदारी और संवेदनशीलता को दर्शाया गया है। इससे यह सीख मिली कि विपरीत परिस्थितियों में घबराने के बजाय धैर्य, समझदारी और जिम्मेदारी के साथ कार्य करना चाहिए।

इस सत्र से मुझे यह भी समझ आया कि बचपन की घटनाएँ हमारे व्यक्तित्व और सोच पर गहरा प्रभाव डालती हैं। परिवार से मिले संस्कार, माता-पिता की सीख और जीवन के अनुभव हमें आगे बढ़ने की प्रेरणा देते हैं। एक शिक्षक के रूप में मुझे यह सीख मिली कि बच्चों की भावनाओं और उनके पारिवारिक अनुभवों को समझना भी उतना ही आवश्यक है, जितना उन्हें केवल पाठ पढ़ाना।

कुल मिलाकर, यह सत्र मेरे लिए भावनात्मक और सीख से भरपूर रहा। इससे मुझे परिवार के महत्व, संवेदनशीलता, धैर्य और जिम्मेदारी का महत्व समझने का अवसर मिला।

ममता, Sunbeam Gramin School

Educated ने मुझे यह सोचने पर मजबूर किया - Manjula Sagar

Educated के इस रीडिंग सेशन ने मुझे केवल किताब के पात्रों और घटनाओं के बारे में सोचने तक सीमित नहीं रखा, बल्कि अपने जीवन में शिक्षा, पहचान और स्वतंत्रता के अर्थ पर भी पुनर्विचार करने के लिए प्रेरित किया। चर्चा के दौरान मुझे महसूस हुआ कि शिक्षा का वास्तविक अर्थ केवल डिग्री या जानकारी प्राप्त करना नहीं है। कई बार शिक्षा हमें उन बातों पर प्रश्न करना सिखाती है, जिन्हें हम बचपन से बिना प्रश्न किए सच मानते आए हैं।

सर्वाइवलिस्ट परवरिश और आत्मनिर्भरता की चर्चा ने मुझे यह सोचने पर मजबूर किया कि जब किसी व्यक्ति को बाहरी दुनिया और संस्थाओं पर भरोसा करना नहीं सिखाया जाता, तो उसकी सोच और निर्णय लेने की क्षमता किस तरह प्रभावित हो सकती है। इसके बावजूद, अपने लिए एक अलग रास्ता बनाना आसान नहीं होता। मुझे तारा की माँ का अपने पेशे के माध्यम से स्वतंत्रता हासिल करना इसलिए महत्वपूर्ण लगा, क्योंकि उन्होंने केवल काम नहीं चुना, बल्कि उस काम के माध्यम से अपनी एक अलग पहचान भी बनाई।

मिडवाइफरी की चर्चा से मुझे यह भी महसूस हुआ कि किसी व्यक्ति का पेशा केवल उसकी आजीविका का साधन नहीं होता, बल्कि वह समाज में उसके योगदान और उसकी पहचान का माध्यम भी बन सकता है। दूसरों की मदद करने की क्षमता व्यक्ति को भीतर से आत्मविश्वास और अपने अस्तित्व का अर्थ प्रदान कर सकती है।

पहचान और दस्तावेजीकरण पर हुई चर्चा मेरे लिए विशेष रूप से विचारणीय रही। मैंने महसूस किया कि कागजों पर दर्ज पहचान और व्यक्ति की वास्तविक पहचान हमेशा एक जैसी नहीं होती। समाज जिस पहचान को मान्यता देता है और व्यक्ति अपने भीतर जिस पहचान को महसूस करता है, उनके बीच कभी-कभी बहुत गहरी दूरी हो सकती है। इसी तरह, सामाजिक सम्मान और निजी विद्रोह के बीच का अंतर भी मुझे महत्वपूर्ण लगा। हर विरोध दिखाई देने वाला या आक्रामक नहीं होता; कभी-कभी अपने लिए एक अलग जीवन चुनना ही सबसे बड़ा प्रतिरोध होता है।

इस चर्चा के बाद मेरे लिए आत्मनिर्भरता का अर्थ भी थोड़ा बदल गया है। अब मैं इसे केवल आर्थिक स्वतंत्रता के रूप में नहीं देखती, बल्कि अपने अनुभवों को समझने, सवाल पूछने, अपनी पहचान स्वीकार करने और अपने निर्णयों की जिम्मेदारी लेने की क्षमता के रूप में भी देखती हूँ।

Educated ने मुझे यह सोचने पर मजबूर किया कि शिक्षा तब सबसे अधिक अर्थपूर्ण होती है, जब वह हमें अपने जीवन को अपनी दृष्टि से देखने और अपने निर्णय स्वयं लेने का साहस देती है।

मंजुला सागर, Sunbeam Gramin School

Screen Time in Childhood Education: Balancing the Digital Scales

Read the full report

The Digital Childhood Dilemma

Over the past decade, the touchscreen has become the default pacifier for millions of underfives. Since 2012, the share of households with an internet-connected mobile device has more than doubled in both OECD and upper-middle-income economies (OECD, 2019), turning every living room, bus queue and waiting room into a potential media hub. Today, the average preschooler spends about two hours a day in front of a screen—twice the World Health Organisation’s 1-hour limit for 2 to 5-year-olds (WHO, 2019). Recent studies on every continent show that overshooting the guideline is no longer the exception but the rule:

• South Asia – Chandigarh, India 59 %; suburban Sri Lanka 60 % exceed > 1 h/day

• South-East Asia – urban Selangor, Malaysia 91 % exceed > 1 h/day

• Western Pacific – Guangdong, China 67 % exceed > 1 h/day

• Europe & Eastern Mediterranean – Metropolitan Istanbul (Türkiye) 49 % ex-

ceed WHO limit

• Americas – NHIS, United States 47 % exceed > 2 h leisure/day; Ceará, Brazil 69 % exceed WHO limit; national Colombia 50 % exceed > 2 h/day; Mexico City ≈ 70 % exceed > 2 h/day

• Africa – urban centres, Ethiopia 62 % exceed > 1 h/day

Across these diverse settings, excessive early exposure is repeatedly linked to slower language growth, weaker attention regulation, poorer social competence, reduced motor coordination and disrupted, healthy sleep (e.g., Raj et al. 2022; Geng et al. 2023). The challenge facing parents, educators and policymakers is, therefore, no longer whether young children should encounter screens, but how to shape use so that digital opportunity does not crowd out the developmental experiences on which lifelong learning depends.

Read the full report

Learning Forward Saturday

 

Teacher Lesson Plans and Engagement

ACTION ITEMS ✨ Prepare 7–8 balls for next session's tunnel-ball game Neelashi M Finish Hindi lesson plan; send photo to group Finish Math lesson plan; send photo to group Schedule 10–15 min post-session plan review w/ teachers Minakshi Prasad (2) Take photos next week during games, math, playing cards Minakshi Prasad (2) MEETING PURPOSE To review teacher lesson plans and model engaging, activity-based learning. Key Takeaways Connect learning to life: Lessons must explicitly link concepts to real-world use cases (e.g., counting for shopping) to build student awareness and motivation. Prioritise active learning: Replace passive work with hands-on activities. The session modeled games for balance and shapes (pen-on-head walk) and teamwork (ball-in-tunnel). Rethink pre-primary exams: The group debated the value of exams for young children, who should instead be assessed through observation of their active participation. Finalise plans immediately: Teachers will use the post-meeting time to complete their lesson plans and share photos in the group chat for review. Topics Lesson Plan Review: Counting to 5 Objective: Teach students to count to 5. Problem: The initial plan lacked a clear, real-world connection for students. Solution: Explicitly link counting to daily life. Examples: Counting items for shopping, counting ingredients for cooking. Activities: Finger counting Jumping while counting Coloring 5 stones Drawing 5 objects (e.g., boats) Outcome: Students will identify and write numbers 1–5. Activity Modeling: Engaging Games Pen-on-Head Walk Activity: Walk backward while balancing a pen on the head. Learning: Balance, shapes, and flat vs. non-flat surfaces. Ball-in-Tunnel Game Activity: Two teams form lines. The first child runs around the ball, then the ball is passed between the legs of the team's "tunnel." Learning: Teamwork and coordination. Pre-Primary Exams Debate: The group discussed the value of exams for pre-primary students. Rationale for exams: A current system requirement. Counter-argument: Exams are inappropriate for young children; observation of active participation is a better assessment. Decision: The current system will be followed for now, but the group will explore alternatives. Next Steps Rahima: Finalize Hindi lesson plan → share photo in group chat. Lalita: Finalize Math lesson plan → share photo in group chat. All Teachers: Use the post-meeting time to complete plans. Minakshi: Take photos of students playing the new games next week.

Learning Forward Saturday

Early Childhood Development and Joy of Learning For Teachers 

Neelashi and Minakshi discussed the importance of maintaining focus during breathing exercises and emphasised the significance of consistent practice for students. They explored suitable books and content for nursery classes, focusing on basic skills and developmental activities while analysing the appropriateness of educational materials for young children. The discussion concluded with plans for implementing educational activities through various methods and addressing concerns about teachers who were absent from completing their assigned tasks.

Next steps

• Rahima is to write down the four points from the National Mission document in her notebook.
• Rahima will create a weekly lesson plan that includes math activities, drawing activities, and an introduction to Hindi stories.
• Rahima plans to implement circle time in her class starting next week.
• Rahima is to create and implement the math game activity with students divided into equal teams.
• Rahima is to establish rules for the art corner in her classroom.
• Minakshi to ensure Rahima implements circle time and the math activity.
• Minakshi to ensure Rahima creates and follows a lesson plan.
• Minakshi to try to get a portable microphone from Sandeep sir or purchase one from AFA.
• Minakshi to ensure absent teachers take notes from Rahima and implement the same activities before next Saturday.

Summary

Breathing Exercise and Team Support

Neelashi and Minakshi discussed the importance of maintaining clarity and focus during a breathing exercise, emphasising the need to clear one's mind and feel relaxed. They stressed the importance of consistent practice and its impact on students. Neelashi expressed gratitude for Minakshi's efforts in organising and supporting teachers, stating that her presence is a boost for the entire team.

Nursery Education Content Review

Neelashi and Minakshi discussed activities and tasks related to teaching nursery classes, focusing on identifying suitable books and content for young children. Neelashi emphasised the importance of understanding nursery expectations and making informed decisions about what to teach, including activities like colour and number recognition. She instructed Minakshi and Rahima to analyse the books together, assess their suitability for nursery students, and discuss developmental activities typically taught to young children. The task involved evaluating the books' effectiveness and deciding whether they were helpful in nursery education, with Neelashi expecting a detailed analysis and discussion from both participants.

Early Childhood Education Standards Discussion

Minakshi and Neelashi discussed the appropriateness of books for young children, noting that while some books help set standards, they may be too advanced for nursery students. They agreed that children should focus on basic skills, such as writing curves and straight lines, rather than covering extensive number ranges. Neelashi emphasised the importance of children using books independently and encouraged Minakshi to explore a document related to the National Mission for Education, which aims to improve literacy and numeracy among children.

Early Childhood Education Concepts

Minakshi and Neelashi discussed the importance of teaching basic concepts to children, including recognising letters and corresponding sounds, as well as understanding numbers, objects, and sequences. Neelashi emphasised the need to go beyond rote teaching and ensure children understand the logic and reasoning behind concepts. They also discussed the lack of awareness about what needs to be taught and the need for improved educational resources, including books. Minakshi mentioned the potential benefits of teaching history and regulations, highlighting the importance of understanding different systems prevalent worldwide.

Educational Activities for Children Implementation

Neelashi and Minakshi discussed implementing educational activities for children, focusing on introducing concepts through finger rhymes, stories, and math exercises. They emphasised the importance of creating lesson plans and establishing rules for the classroom corners. Neelashi suggested using simple math activities, such as addition, and teamwork exercises involving objects. They also discussed the need for teachers to take notes from Rahimaji and implement the activities by next Saturday. Minakshi raised the issue of absent teachers not completing assigned tasks, and Neelashi agreed that action would be taken if teachers continue to miss activities without valid reasons.

AI-generated post, E.&.O.E.

Learning Forward Saturday

AI-generated image for representation purposes only.

Quick recap of the introductory session for Early Years and early teachers.

The session began with technical discussions about audio and video connectivity issues, followed by introductions of teachers from Vimukti Girls School and Arthur Foot Academy who shared their experiences and professional backgrounds. The group then focused on storytelling techniques for teaching young children, with participants collaborating on creating engaging stories and discussing the importance of understanding rather than writing for children. The conversation ended with discussions about creating nature tables in classrooms and exploring methods for teaching language to young children, with teachers sharing their challenges and ideas for improvement.

Next steps

• All teachers: Keep cameras on during sessions
• All teachers: Participate actively in discussions by unmuting and sharing their thoughts
• All teachers: Prepare to discuss how children in their specific age groups learn
• All teachers: Prepare short stories incorporating the current season and small animals/creatures for their kindergarten/nursery classes
• All teachers: Implement storytelling techniques in their teaching approach
• All teachers: Bring a notebook and a pen for future sessions
• Shahana: Follow up with Kanika and teachers from the satellite branch in Malvia Nagar regarding their participation
• Kanika: Ensure proper audio setup for better communication in future meetings

Summary

Teacher Introductions and School Roles

The meeting focused on introducing teachers from Vimukti Girls School and Arthur Foot Academy. Shahana, the coordinator for Vimukti Girls School, introduced several pre-primary and primary teachers, including Mamta Sharma, Priyanka, and Ekta Rawat. The teachers shared their experiences and reasons for choosing teaching as a profession. Neelashi emphasised the importance of comfort and preparation for the teachers during the meeting. The meeting also highlighted the school's role in providing education and vocational training to students from slum areas in Jaipur.

Teaching Experiences and Multi-Level Learning

The meeting focused on introducing participants and discussing their experiences working with various age groups, particularly in educational settings. Neelashi led the discussion, encouraging participants to share their experiences and introduce themselves, with several teachers, including Mamta, Rahima, and Lalitha, contributing their insights. The group discussed the importance of understanding and catering to the needs of multi-level learners in India, emphasising the use of games, repetition, and storytelling in educational settings. They also addressed technical issues related to audio and introduced additional teachers who were present but had not yet spoken.

Engaging Storytelling for Kids

Neelashi discussed storytelling techniques for teaching young children, focusing on creating engaging stories that don't require extensive preparation. She shared a story about a family of elephants, including a young elephant named Emily, who gets lost in the jungle. Through a series of events, Emily learns to navigate the jungle and eventually becomes the jungle's queen. Neelashi emphasised the importance of using simple language and incorporating interactive elements, such as songs and movements, to make the story engaging for children.

Children's Story: Elephant in the Jungle

The group discussed creating a story for children, focusing on a small animal or creature in a fictional environment. Neelashi suggested using a story about an elephant and its role in the jungle, while Priyanka and Mamta shared their ideas. The participants agreed to switch off their cameras and collaborate on developing the story, with Neelashi emphasising the importance of engaging children with the narrative.

Storytelling for Children's Understanding

Neelashi led a storytelling session with teachers, emphasising the importance of understanding rather than writing stories for children. Kanika and Manisha shared stories about children interacting with nature, teaching lessons about respecting plants and animals. Neelashi encouraged the teachers to trust children's intelligence, allowing them to understand stories without explicit explanations.

Nature Tables and Language Teaching

The group discussed creating nature tables in classrooms to help children learn through seasonal and natural elements. Neelashi assigned teachers to prepare nature tables using items such as stones, leaves, and sticks, which the children would maintain daily. Nisha raised a question about teaching grammar to young children, and Neelashi suggested exploring methods that don't rely on formal grammar rules. The teachers were asked to share their challenges and ideas for improving language teaching, with a plan to compile their thoughts and send a photo of the list to Neelashi via WhatsApp.

AI can make mistakes—review for accuracy.

Dear Teacher - ILA Gautam

Dear Teacher

I could never have been
who I am today
I remember how timid I used to be
And You infused confidence in me,

I remember how I fumble, stammer and remained silent
And you lovingly gifted me fluency
You always had been my second parent
With fatherly anger and motherly care

You always understood my feelings
And preserved my childhood innings
You adorned it with proud honours and beautiful memories
School time is said to be the best

But it is so because in its memories you rest
Your anger made me strong emotionally
And punishments made me aware of the mistakes I did

Dear Teacher! I thank you…
I thank you deeply
Because without you I could never be able to know I, My and Me….

iLA Gautam
Century School

Affection vs. Rejection - Carol Henrick

These two are emotional experiences in human relationships. Affection is the warmth and care we offer to others, expressing love, support & warmth. On the other hand rejection can lead to feelings of hurt, loneliness and creating distance.

Childhood is the most important part of human life. Growing up without love or affection can have profound and long-lasting effects on a child's development and well-being. They are often misunderstood by their way of talking or behaving. They don't know how to show or accept love. In the absence of nurturing relationships and emotional support, children may struggle to form secure attachments, develop healthy self-esteem, and learn effective coping mechanisms.

Without the experience of being loved, accepted, and validated, children may grow up feeling isolated, unworthy, and unable to trust others. This can lead to difficulties in forming healthy relationships and maintaining emotional stability later in life. 

The lack of affection and physical touch during critical developmental stages can impair a child's ability to regulate their emotions and form healthy boundaries.

The absence of a loving, supportive environment can significantly impact a child's cognitive and social development. Children may have difficulty with problem-solving, communication, and empathy, as they have not had the opportunity to learn these skills through positive interactions with caregivers.

Affection and Rejection though opposite, are part of the same emotions spectrum that governs human relationships. By providing affection and countering rejection effects, we teachers and parents can significantly impact a child's emotional development, self-esteem and future relationship.

Ms.Carol Henrick
Sunbeam Suncity

Luciana Pölönen "I am passionate about Education...

Learning Forward Podcast 5th December 2020

Enthusiastic about innovation in education and human-centered service design to improve the lives of children and their family worldwide.

Episode #54: Sandeep Dutt in conversation with Luciana Pölönen, a multifaceted professional with over 10 years of experience in the fields of education, innovation, and social entrepreneurship. She has spent her 20s in Finland where she got her Master of Arts at the University of Helsinki, majoring in Literature and Education, minor in Gender Studies, Early Childhood Education, and Multicultural Competencies. She had the opportunity to co-found a cooperative for service design and participated in several social entrepreneurial ventures. She currently serves as the Head of Service Design at the national level for Escola Concept schools in Brazil. Luciana believes in equity in education through strategic design. Country Lead and HundrED Ambassador, she shares with us her experience and what goes into the making of an Educator. Luciana talks about her experience with Early Childhood Education, the need to understand gender in early years and how we need to respect the childhood of the child, without undue focus on preparing the child for life.

You will love the stories shared by our happy teachers and passionate educators. We grow the capacity of your people to improve student achievement and transform your school into a culture of trust and collaboration in less time with fewer resources. Each person in your school contributes to the culture of your school. School culture is built on the actions and interactions of the people. You make your school stronger by adding value to others and making others feel valued. 

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