Reading the World Before Facing It: Is Your Child Ready to Face the World?

Learning Forward Retreat, 14-16 July 2026, at the Fig Tree Cottage in Dehradun

We are delighted to host educators from Sunbeam Schools - Suncity, Bhawanpur, Lahartara and Varuna; and the Aasara Trust for an immersive learning experience. Discover more at www.LFIN.Academy.

Having seen many kids grow up in a residential educational setting. As an educator myself, I wonder whether we prepare our children only to score high marks or to face the world outside.

Is Your Child Ready to Face the World? by Dr Anupam Sibal gave me ample time to think about this subject.

The most important thing about this book was that it took us from academic excellence to character excellence in a refreshing way. In times when we measure success by marks and ranks alone, this book reminds us of the significance of humility, courage, compassion, gratitude, honesty, and forgiveness in life.

I was impressed by the chapter titled Humility because it showed that, regardless of how much we know, there is still more to learn and someone from whom we can learn. This helps us educators stay open to new thoughts and perspectives.

Handling Pressure is a particularly relevant topic in today’s world. It reinforced my belief that resilience and emotional well-being should be considered equally important as the quality of performance at school.

Among all the chapters, Making Mistakes and Accepting Flaws impressed me the most. We tend to teach our kids to aim for excellence, but it is rarely achieved that way. One learns by making mistakes, analysing them, and trying again.

Chapters on Compassion, Giving, and Making Others Happy made me realise that our ultimate goal as educators is not to make kids more knowledgeable and successful academically, but to make them better people. The intelligence will open many doors, but only your attitude towards other people will show how you use them. But I think the most important message the book conveyed to me was expressed in the chapters on Gratitude and Forgiveness. In a world where everyone tries to acquire something, gratitude shows how much we can appreciate what we have, and forgiveness frees us from hate and anger. As an educator, I understood that our ultimate goal is not just to teach children to pass exams, but also to prepare them for their lives and relationships with others.

If I were to summarise my learning from this book in one sentence, it would be:

The world does not merely need successful individuals; it needs compassionate, resilient, honest, and responsible human beings.

Reading this book has strengthened my belief that the real purpose of education is not simply to help children make a living, but to help them make a life.

And perhaps that is the true answer to the question the book asks:

Is our child ready to face the world?

The answer depends not only on what they know, but on who they become.

out preparing for life.

 - Deeba Naqvi, Apeksha Malviya and Anurag Khanna from Sunbeam Group of Educational Institutions, Varanasi, and Manisha Bhandari from the Aasara Trust at Dehradun.

Introducing Productive Failure - opening session for the Saturday Masterclass for 2025-26

What if failure isn't the opposite of success but the very path to it?

This Saturday, we're not just reading a book —  

We're challenging a mindset.

Join us for a thought-provoking Masterclass as we dive into Dr Manu Kapur's groundbreaking work:  

📘 Productive Failure: Unlocking Deeper Learning Through the Science of Failing

Whether you're an educator, a leader, or a lifelong learner —  

This session will shift how you approach challenges, growth, and learning.

Let's move from fearing failure to harnessing it.  

💬 We're ready to fail better.  

Are you?

About Manu Kapur, summarised using AI

Manu is the Director of the Singapore-ETH Center and a Professor of Learning Sciences at ETH Zurich, where he also leads The Future Learning Initiative. Previously, he was a Professor at the Education University of Hong Kong and held positions at the National Institute of Education in Singapore. With a background in mechanical engineering, he has a strong passion for mathematics, having taught it at the college level and led Singapore’s team at the International Mathematical Olympiad.

Manu holds multiple degrees including a PhD in the science of learning from Columbia University, where he also earned a Master of Science in Applied Statistics and a Master of Education from NIE, Singapore. He focuses on enhancing human learning through his theory of Productive Failure, aimed at improving mathematical education. His research has influenced Singapore’s national mathematics curriculum and garnered extensive media attention, securing around US$13m in funding.

He has directed significant educational programs, received visiting professorships worldwide, and is a sought-after keynote speaker. Additionally, Manu has served as an associate editor for leading journals in the learning and cognitive sciences.

Session recording available on our YouTube Channel @MyGoodSchool

Back To The Future: Masterclass Saturday April 5, 2025

📚 Masterclass  📚

An insightful Masterclass Session where we delve into Chapters 23, 24 and 25, completing the last section of the book with a Deschool the Roadmap, and reading the reflections of Raj and Naga from Shomie Das The Man Who Saw Tomorrow by Naga Tummala

📅 Date: April 5, 2025

🕠 Time: 5:30 - 6:15 PM

📍 Venue: The Teachers Academy

Partake in our engaging discussion to explore how we can rethink traditional education and create meaningful learning experiences. #LearningForwardIndia #BookDiscussion #ShomieDas #DeschoolTheRoadmap 🚀

The questions:

Q1. Suppose traditional schooling were to be redesigned from the ground up. What would your ideal learning ecosystem look like—spaces, roles, routines, and relationships—that foster curiosity, collaboration, and academic growth?
(You may choose to illustrate your ideas by sketching your vision of the "Future Classroom.")

Q2. How can schools foster a culture where parents and teachers collaborate effectively to support a child's holistic development rather than just academic success?

Q3. How can schools integrate humanities subjects effectively into a predominantly science-oriented curriculum to ensure students develop a well-rounded understanding of the world?

Q4. As an educator, what teaching strategies would you use to balance structured instruction with experiential, self-directed learning while ensuring students still develop foundational academic skills?

Heart vs. Mind- Sunbeam School Annapurna

In the journey of education, teachers often find themselves caught between the heart and the mind—the heart that urges them to go the extra mile for every student and the mind that reminds them of maintaining expectations and discipline.

This video captures the everyday dilemmas educators face: Should we offer extra help beyond what’s expected, or should we hold students accountable to foster independence? How do we ensure we are nurturing yet firm, guiding yet allowing room for growth?

Through real-life scenarios, we showcase how teachers navigate this delicate balance—offering support where needed while ensuring students rise to challenges, building resilience, responsibility, and confidence. Because at the heart of great teaching lies the perfect blend of compassion and structure.

Diksha Jindal
Shivangi Gupta
Janhvi Meghnani
Sunbeam Annapurna

Fire on the mountain..Run, Run, Run - Kapila Yadav

As a teacher, I can't help but feel a sense of concern and responsibility amidst the rising tide of new diseases and health challenges. It's disheartening to see how quickly we can move from one crisis to another, barely catching our breath before another threat emerges. 

However, amidst this turmoil, I also find solace in my role as a guide and educator. I believe that education is key to combating these issues. By raising awareness about diseases and promoting preventive measures, we can empower individuals to take control of their health and reduce the burden of these illnesses.

Furthermore, addressing the underlying social determinants of health, such as poverty, inequality, and lack of access to healthcare, is essential for creating a healthier and more equitable world. By tackling these root causes, we can create conditions that support overall well-being and resilience in the face of health challenges.

In my role as a teacher, I will continue to educate and empower my students to become advocates for health and agents of change in their communities. Together, we can work towards a future where everyone has the opportunity to lead healthy and fulfilling lives.

Courtesy- Kapila Yadav

Sunbeam International School 

Freedom & Peace- Prakriti RPKM

Freedom and Peace  

Part A  

Freedom sets us free from the shackles of being controlled by others and lets us think and act according to our will. There are some instances where I remember that as a student more freedom would have helped me to achieve my goals efficiently and realize my potential in a better way. 

First, the academic pattern in my school was very stiff and rigid, students were supposed to work in circles of that predetermined pattern only, and more freedom in that case would have led to making me a more confident person than I am today. Second, I believe that academics and exams are part of schooling, the whole schooling is not based on these two.

There are other aspects as well that were neglected when I was a student. Children were not free to share their feelings, fears and emotions with the teachers as more emphasis was on performing better in class. So if I had this freedom to be transparent with my teachers or if I had emotionally available teachers, today I would not feel the need to heal my inner child while dealing with the ups and downs of life. 

Third, favouritism and partiality were something that faded out the shine of many. Equal chance to speak out and freedom of participation in discussions and class activities were absent due to which till a certain age I was doubtful and unconscious about my potential. 

Today I understand these things better and I have built myself way stronger and confident so I do not feel or face such circumstances as much. And I try my best not to repeat such blunders with my students. 

Part B

What is it about human behaviour, according to you, that causes people to give up peace and adopt violence? How do you think the classroom can be used to shape peace-loving individuals? 

People give up peace and adopt violence because of multiple reasons. 

1. To talk about a few, the first reason is a lack of patience in people that leads to a lack of tolerance and in turn they move towards the wrong path of violence and harsh behaviour and in turn, they lose their own peace.  

2. The second reason would be a lack of basic necessities of life. It happens that people are not able to earn and get proper resources that are needed to survive due to lack of a proper job (occupation)/ lack of money and there can be a variety of reasons for the same. 

In this scenario, they are forced to adopt the wrong path of snatching or taking things forcibly from others which leads to violence. Such acts don’t help an individual for long and the results are grave. 

3. Lack of proper guidance and education - When people or individuals are uneducated and don’t have proper guidance, they are clueless and shortcuts seem to be the easy way out rather than studying and earning their bread. 

4. One reason might be inheritance or they have seen such behaviour or activities in their family. In particular, youngsters learn and imitate their elders and are quite vulnerable to being attracted by wrong actions. 

The classroom is the best and first place after home to inculcate basic qualities in an individual like patience, honesty, helpful behaviour, compassion etc. In this regard, what the students need to learn is Patience. Patience is the key to being at peace and satisfied in life. Activities can be conducted in class, teaching a child how to be patient. 

If you are not getting something you have to try patiently, keep working towards it and don’t start panicking and complaining.  

We have to teach our students that life is not a piece of cake and we don’t get everything easily. The importance of Hard work and consistency has to be taught and inculcated in the students. 

Firm belief in God- The superpower is one of the integral ways to stay calm and at peace. We have to teach our students that we have to believe in destiny and that things will fall our way with the right efforts and at the right time. We can only get something before the destined time and more than what we deserve.

Prakriti @ RPK Moradabad

Naushaba, Isha, Suman Singh, Naina Soni, Rekha Kapoor, Siddhi, Dheeraj

 

Happiness & Tolerance - Charu Chhabra

Situation 1: An unhappy student because her teacher told her to wear her skirt to the knee.  

As the Academic Principal, I recently encountered a situation where a student was unhappy, upset and crying because her teacher had instructed her to wear her skirt to the knee, not above the knee. The student felt insulted and humiliated by the teacher's words. 

To address this situation, I discussed it with the student privately and empathetically, listened to her concerns and opinions, and assured her that it was okay to wear short skirts. I also explained the teacher's perspective on maintaining a safe and respectful learning environment for all students. 

Later, I discussed the issue with the teacher and reminded her of the importance of communication and empathy when enforcing certain opinions. 

In a real-life situation, it was emphasized that educators must understand the significant impact their words and actions can have on students' emotional well-being and act with kindness and respect towards all students. The importance of respectful communication between teachers and students was highlighted.  

My advice to educators who want to inculcate core values in their students is to lead by example. Teachers must model empathy, kindness, and respect towards all students, especially in situations that can be emotional and sensitive. They should also communicate clearly and effectively with students, explaining the reasons behind their opinions and providing opportunities for students to ask questions and express their concerns.

Situation 2: An intolerant student is upset by a negative comment on Snapchat by his classmate:

 

In a recent incident, I had to deal with an intolerant student who was outraged and sought revenge against a classmate for a negative comment made on Snapchat. The student felt sad, isolated, and angry due to the incident. 

To address this situation, I had a one-on-one conversation with the students, acknowledging their feelings and emphasizing the importance of respect, empathy, and kindness towards all students, regardless of differences in opinions, backgrounds, or beliefs. 

In addition, I organized a special session with the IT department of the school to educate the student's teachers on digital citizenship and social media etiquette. A counselling session on cyberbullying, online safety, and responsible social media use was also conducted.  

Fortunately, we were able to help the student overcome their problem by talking to them privately, validating their feelings, and providing education on digital citizenship and social media etiquette. The student learned the importance of respect and empathy towards others, both online and offline. 

My advice to educators who want to inculcate these values in their students is to promote digital citizenship and social-emotional learning. Students should be taught how to use technology responsibly, ethically, and safely, while also understanding the impact of their words and actions on others. Teachers can facilitate this learning by incorporating digital citizenship and social-emotional learning into their lessons and modelling respectful and kind behaviour towards all students. 

Dr. Charu Chhabra 

Principal (Academics) KNPS Phagwara, Punjab

Hope and Friendship - Jaspreet Kaur

A student who has lost all hope 

If it was a real-life situation, were you successfully helping him/her overcome their problem? 

Hope is the feeling that what is wanted can be had or that events will turn out for the best. As an educator, every day comes across several incidents where students lose hope. Here I will tell one real-life incident where a grade V student lost hope and how I motivated her and brought a smile to her face. 

Incident- In Grade V, one new girl student was admitted. When she spoke something, she fumbled a lot. There was some medical health issue. When she joined our school, a group of students laughed at her in class. The next period was mine. I asked that girl, "Why are you crying?" 

She explained everything to me. Firstly, I counselled those students not to make fun of others; they wrote apology letters too. Lat,  I hugged her tightly. Then, I started to appreciate the girl whenever she gave an answer. Whether the answers were not right sometimes, all students still enjoyed her by clapping. Gradually, I observed that girl always had a smile on her face. She is an intelligent girl, and her percentage drastically improved that year. I brought candies on her birthday in Grade V and distributed them in class. I told her that her father had sent those candies for her. When she went back home, she came to know the truth. Now, the girl is on senior campus in Grade VIII, but she still messages me on special occasions and always calls me if she needs help. 

Outcome- I acted as a facilitator and friend and was ultimately successful in helping her to overcome her problem. 

A student with no friends in school 

What is your advice to educators who want to inculcate these values in their students? 

Friendship is a state of enduring affection, esteem, intimacy, and trust between two people. In all cultures, friendships are important relationships throughout a person's life span. 

Incident- In the middle of the session, one boy got admission to Grade V. He came from a village. Other students are studying together in Grade Nursery. 

This new admission student boy could not adjust to the new environment in a new place. He is below average student. I have already made a buddy system in my class. I made buddies and seating arrangements for new students with the class monitors. Now he can read all languages with confidence. It's near about three months now. Now all students in my class talk to him in a  friendly way. He shares all his problems with his new friend. He is very delighted to be here in our school.  

Advice- The teacher should appreciate and always try to motivate students for their excellent work. They should also encourage them to develop pro-social behaviour. Students should be taught to help and be kind and honest with others. Values-based education is an essential part of student's lives; it establishes an environment that allows them to grow in their academics, social and expertise. Values help in the formation of positive thinking. It helps in developing understanding and relationships between students and teachers. It also enhances attitudes and ways of looking at situations that allow them to achieve their objectives and success in all the ups and downs. Values-based education is an essential part of students' lives; it establishes an environment that helps them grow in their academics, social and expertise.

Values help in the formation of positive thinking. It helps in developing understanding and relationships between students and teachers. It also enhances attitudes and ways of looking at situations that allow them to achieve their objectives and success in all the ups and downs.

~Jaspreet Kaur

Kamla Nehru Public School

Courage and Patience - Ahlcon Public School

Fearful child

A fearful child needs identification in the first place as they may appear as shy learners who are perfectly comfortable but choose to interact in a limited manner. So to deal with a fearful child, it is essential to first identify one.

The educator must tread carefully to build a rapport with the child. The child can be asked why he/she feels scared to interact and try to find a reason why the child behaves the way he /she behaves. 

It is essential to keep the parents informed and aware of what we are doing at school for the child. The child might be behaving in a completely different manner at home. In that case, the reason for a fearful approach in school should be found by talking to the child. If the child behaves fearfully at home, the cause has yet again to be adjudged. The behaviour of siblings, friends, bullying if any, parents attitude etc. has to be taken into account.

In school, very subtly, the child can be given responsibilities, which will give him confidence. Small efforts should be acknowledged and positively reinforced. The peer should be sensitized too.

Impatient child

Values are caught than taught. When in front of our students, we have to be consciously patient. By we, I mean both educators and parents. 

I have dealt with many impatient learners from classes 1 to 9. 

First and foremost, I set rules of classroom behaviour, both as a class teacher and subject teacher. It generally includes rules like 'raising a hand before speaking, 'not interrupting', and 'waiting for your turn.

Another technique is to have a one-on-one session with the child, sensitizing them about how others feel if he/she is constantly disrupting. Talk to him/her about respecting others' rights.

I will also talk to the parents. The atmosphere at home is essential. I will learn about the family dynamics and see where the child's behaviour is getting reinforced. I will tell the parents to patiently and consciously deal with the child.

In school, I will ensure even small attempts at being patient are acknowledged and positively reinforced.

Also, patience is a virtue that will be discussed in class. Students will be encouraged to discuss situations where they encountered impatient people and how they felt. The key is to internalize the value.

Mridula Renjit
Roopa Bhattacharyya
Ahlcon Public School
JOL Cohort 2022

My Classroom - Anvesha Rana

Teachers help students to find things that they have lost…

sometimes it's their book, bottle or bag but most of the time

it is the child's confidence, patience, courage and smile.

If I were an educator and had the opportunity to deal with students from diverse backgrounds, I would first understand that a classroom is like a garden blooming with flowers. Flowers that are of all different shapes and sizes, colours and fragrances. In my class, each student would be treated like a flower, nurtured with care, watered with love and planted with firmness. I only vision this garden right now, but I hope to visit it one day; oozing with so much learning, education, laughter and love. 

Nothing is perfect, but our imperfections are what make us. Imagine how monotonous a classroom would be without the troublemakers, the backbenchers and the ones at the root cause of the chaos. They are the imperfections that make you imperfect. Similarly, perfection will not be the key in my class, but accepting your flaws and trying your best will be one of the core principles. So no flower will be perfect; all of them will enter the gates of the raw garden only to learn how to appreciate themselves, just the way they are.

I don't want perfect flowers, but I like happy flowers, so if a fearful student or an impatient learner enters my class. I will try my best to make them grow. 

A fearful student will be afraid of others, but more than that, they will lack trust in themselves. Fear is nothing more than an obstacle in the way of progress. In overcoming our fears, we can move forward more robust and wiser within ourselves. First, I will try to understand my student's fear of making friends, coming to school or interacting with teachers. Then I will try to counsel them. Also, I will open up with the student to increase their confidence. As a teacher, I will be frank towards them, like regularly cracking jokes or talking about simple everyday things. This way, I will develop a comfort and fun level with the student, and then I would ask them to do the same with the other kids and maybe with every new person they meet. 

I hope that I will be able to pull the fearful student out of his pot and help him grow into a beautiful, lush green tree. 

If an impatient student ever enters my class, I would make them learn patience and appreciation. Most impatient people are attention seekers and think that they are the best. So humility will also be an integral value for the impatient student. I would try to interact with the impatient student separately and give them exercises to increase patience. As a teacher, I would demonstrate how patience helps in life and why it is important to inspire them to walk onto the path of patience. 

I hope that through all this, I will be able to ameliorate patience in this young learner. 

I would love to be a teacher because a teacher is not only an educator but a learner, a counsellor, a parent, an entertainer and a confidant. 

Anvesha Rana,

Grade 10-B,

Gyanshree School

An Imaginary Educator... - Simar Kaur

Simar Kaur from Gyanshree School, Noida

‘The best teachers are those who show you where to look but don’t tell you what to see’. 

I think that teaching is one of the most critical and challenging jobs. Teachers are the pillars in students’ lives; without their encouragement and driving force, students find it hard to explore themselves. Dealing with different kinds of students can be hectic, but teachers work hard to make sure that everyone in their class understands the concept. They ensure that everyone feels included and gets equal chances and opportunities. And that is why I admire their profession. They convert present learners to future leaders. 

Now, if I were an educator, taking my teachers as inspiration, I would deal with different students differently. 

For example: If a learner in my class was too impatient to wait for his turn, I would tell him to calm down in a classroom where everyone gets a say. I would ask him to take three deep breaths and write the answer down, and his excitement told me that he knew the answer. However, some learners are unaware of the solution. So, before giving a chance to someone who already knows the answer, we must ensure that everyone else also knows the answer. 

Similarly, a fearful learner will have trouble communicating with the rest of the class and will probably hold himself back from answering. I believe that students know the answer, but they fear getting it wrong and the embarrassment they think they will experience. So, as an educator, I would encourage them to tell their doubts in class and answer questions. Even for a small amount of participation, I will appreciate their effort. Apart from that, fear can also be generated by peers who are not friends. So I would give the student opportunities to be comfortable with everyone in the class so that he doesn't feel humiliated even if he answers a question wrongly. I would tell him to repeat these lines whenever he feels scared or fearful - ‘I must not fear. Fear is the mind-killer. Fear is a little death that brings total obliteration. I will permit it to pass over me and through me. And when it has gone past, I will turn the inner eye to see its path. Where the fear has gone, there will be nothing. Only I will remain.’ These lines were written in the fictional book ‘Dune’; sometimes, when I feel scared, I tell myself to calm down and repeat these lines. And it works for me. 

Making students aware of the tactful techniques I use to overcome these problems would be my go-to method to help them. By telling anecdotes of my own and of other people, I would make sure that they inculcate these values. These are my current thoughts, but I know I still have a lot left to learn from my teachers and educators, and I’m looking forward to the limited years I will spend with my teachers here at Gyanshree. 

What is in it for me? - RP Devgan

For me, it is the opportunity to make a difference. I am the blessed and the chosen one to take care of children, the future of our society. If I look at the enormity, the seriousness of my job, it is quite frightening. I have been bestowed with the trust and responsibility of the school and the parents to guide children to grow up into successful and endearing individuals. I have been given and I have taken on the responsibility of nurturing young impressionable minds. To do so I have to be a role model myself. 

Years of experience with children, especially ones who are a challenge for various reasons,  has taught me that nothing succeeds like affection and understanding. Children are very good judges of educators. They take their time to see whom they can trust and confide in. The minute they are sure of trust,  they need to know if the concern of the educator is genuine. Once the children feel that the educators genuinely care for their well-being, it is only then that they open up and are uninhibited. Children must feel that the educators ‘care' for them.

With information and knowledge available on the internet, the role of a teacher more than anything else is of ‘Pastoral Care’.The children should be brought up with the right values and empathy. This starts right in the early years in a primary school. Students are most impressionable when they are in primary and middle school.

Going back to the educator and the question: ‘What is in it for me?’

The Educators must realise the important role they play in guiding children in shaping their opinion, beliefs and convictions. Living up to principles in the teen years needs courage and willpower. This is the time students need to differentiate between what is right and what is wrong.

To carry out this onerous task the educators need to grow and change with the times. Their self-development must not be for themselves alone but for the benefit of the students. The self-development of educators is often associated with ambition and many believe that this self-development should lead to climbing the ladder and winning awards. Educators must stick to their jobs and realise that ambition can lead to frustration. Successful educators are those who follow their passion for educating children and not look for awards and rewards. They must be selfless and work for the good of society.

Today, an educator needs to be versatile and open-minded. Teaching in the classroom and online is not enough. Educators need to spend time outdoors, in a natural environment, to be more effective. Students are far more responsive to suggestions and advice when they are in a free and comfortable environment. Educators who are musicians, sportsmen, who direct plays or spend time with children outside the classroom are far more successful in getting through to them and winning their attention and trust. That is where holistic education steps in.

Students who are achievers, if guided properly, turn out to be good human beings without any effort. This is what the world today needs; students who pass out of school as achievers and yet are compassionate and caring human beings.

Unfortunately, this is not happening in most schools. Children are graduating from school confused and with the wrong values, unable to distinguish between right and wrong. An example is for all to see in the current pandemic crisis; black marketeers of medicines and oxygen cylinders today, a real shame to the society we live in. 

What can educators do today?  The answer is that they can make a difference to the lives of hundreds of children they come in contact with and make our society and the world a better place.

All educators should be proud of the profession and proudly say ‘I make a difference.'

RP Devgan, Chairman Learning Forward India
With near five decades of experience as an Educationist and having served as a School Leader for schools in India and overseas, Mr Devgan brings in rich experience as an administrator, sports person and champion for teachers.

Ravi Kaimal "I am passionate about Education

Episode #75: Sandeep Dutt in conversation with Ravi Kaimal, has been involved with The Fabindia School since the first brainstorming discussions with John and William Bissell.  Ravi is a professional architect and is responsible for the design of the school buildings. He was also Chairman of Bhadrajun Artisans Trust (BAT), the non-profit, tax-exempt charitable society founded by William Bissell which established the school in 1992 and continues to help guide the school and provide financial support.  Ravi writes, “The first block was designed to be built using maximum local materials and local skills so that it could be done with the least cost and time. The buildings are made almost entirely of stone available in the local area, and there is no wood used as wood is expensive and vulnerable there. This also came close to Mahatma Gandhi's approach of using only locally available materials.  So our buildings are very much of their place, geography, climate and people. They are also optimized for their function, with very little energy being used. At the start of the hot summer of 1992 at the start of digging for the foundations of the first block at the school in Bali, the earth was so hard that water- bought from a farmer- had to be poured on it to break it! As you can see today, the land was barren, and there was no soft greenery, only thorny bushes.” Ravi Kaimal, visiting the area frequently before the school is set up to collaborate and brainstorm with John and William Bissell; As the Principal and Founder of Kaimal,  Chatterjee Associates, an architectural firm in New Delhi, formal training includes a B.  Arch (1987) from the School of Planning;  Architecture, New Delhi and has been practising in Delhi since 1990. Ravi's interests and experience extend beyond architecture to photography, art direction for films (Art  Director of Arundhati Roy's feature film) and rural education; Ravi has travelled extensively in India,  Nepal,  Sri Lanka,  US, Spain, Italy and the UK  photographing places of architectural and environmental significance. He is the recipient of a prestigious UNESCO award for heritage conservation for his work in Rajasthan. In the show, he credits his passion for education to his family and grandparents, shares how the focus on the girl child and push for quality education in rural India has made a huge difference. As a parent, he adds that today with technology and tools, couples and balance work and family raise children who are better equipped for the world.

Listen more https://vurbl.com/listen/spvq5nFGHV/

Hanna Dudich "I am passionate about Education...

Listen to the Podcast - Learning Forward Saturday 9th January 2021

Episode #59: Sandeep Dutt in conversation with Hanna Dudich a teacher of English and a vice-principal at Taras Shevchenko Himnazia in Kropyvnytskyi, Ukraine. She has been teaching for 20 years. She is a Country Lead and HundrED Ambassador, a PenPal Schools Ambassador, a Microsoft Innovative Educator Expert, a Nearpod Certified Educator, a National Geographic Certified Educator, a Scientix Ambassador, a NAYTEA STEAM Ambassador, a SIMA Teachers Award 2020 recipient. In 2017 Hanna became a Global Teacher Award top 50 finalist and a Global Teacher Award Ambassador, which allowed her to connect with education leaders. Hanna shares how she grew up with limited resources, the role her teacher played in helping her explore the wider world in a country that was very much not connected with the world, tourist did not frequent Ukraine as they do today. She grew up doing a lot of reading and writing, got an opportunity to go on an exchange as a student and get a first-hand feel of what she describes as a 'culture shock'. Today with the world getting smaller due to better communication and use of technology, we can virtually experience how life and living differ in other countries.  Hanna grew up with a teacher who had a great world view, they got magazines in English to read, listened to music in English and made penpals. Today she communicates with people with the use of Zoom, email and even travels. The idea of her teacher to invite visitors and the scant foreign tourist to the class for discovering how people live in other parts of the world may now seem alien! 

You will love the stories shared by our happy teachers and passionate educators. We grow your people's capacity 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. 

Support this podcast: https://anchor.fm/learningforward/support

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QUALITY - Rahul Kr. Thakur

Quality is a thing of excellence of something as compared or measured against other similar things and may be understood differently by different people. Quality determines how much and how well children learn and the extent to which their education translates. 

Every educator wants that their students have high standard and quality work. They always try to plan good lessons so their students can always do their best. 

Achieving quality can make yourself and others feel happy and good inside. We can also work together to get quality work and quality to care for the world. There should be always positive things in our words and thoughts need to be of high quality, there is no place for negative words. Its means not giving up of yourself, you need to believe that they can do it and educators must tell this to their students. 

And also in our circumstances, we need a friend who will stand by you when all will against. To get excellent in work we need a better quality of everything and for that, we practice and also educator can encourage their students for better quality work and students will give their best.

Rahul Kr. Thakur

The Fabindia School

rtr@fabindiaschools.in

Role of an Educator in Student's Life - Monika Vaishnav

An educator is not only the person who teaches in the class, but he is also the one who gives shape to the future of the student and shows him the right path. He does more than just being an employee. He becomes a teacher while he teaches in the class, he becomes a parent outside the classroom as he always takes care of the children whenever they are with him and he also becomes a friend when something needs to be taught apart from the studies or curriculum. He indirectly helps the parents to make their foundation stronger for life.  He prepares his lesson to teach in the class every day. He has to think about the performance of every child.

The educator has to build trust in children for himself because without trust he can't deliver the knowledge how much he wanted. He is always ready to help and guide the children whether it's about academic or non-academic. He always wants to enter the class with a small to make children happy. 

Sometimes, he has to be strict with them or scold them but as an educator I know he would choose this only if it is the last option. He too feels bad if he does that but sometimes, he has to correct them at the right time, if he doesn't, the child may have to face more than just being scolded by the educator. He is the person who will be more than happy on their success and progress and will be proud of them. His every action in the school is always in the betterment of his students. He never expects anything in return from them. 

I would like to add a quote, " Teaching is the profession that teaches other professions". Every student has one teacher in life who taught or guided him to be what he is today. He always wants his students to achieve their goals and make everyone proud of him. The school years get over one day but the bond and trust the educator and student build remains forever.

Monika Vaishnav

The Fabindia School

Leaders and Leadership - RP Devgan

Rajinder Pal Devgan

Some years ago a young master, about to begin his first job at a reputed boarding school, got dressed as immaculately as possible and was ready for his first class. As he was about to step out of the house, the Heavens opened up and down came the rain. Though the classroom was about 100 yds away in the Academic Block, he did not fancy the idea of walking into the classroom soaked to the skin. He stood there transfixed, wondering what to do. Suddenly through the sheets of rain, a man appeared carrying an umbrella and with another one tucked under his armpit. Handing the young master an umbrella he added, “The Headmaster thought you may not have one so he sent this for you.”The young teacher was dumbfounded. He could not believe that a Headmaster could be so considerate and thoughtful.There and then he swore his allegiance to the headmaster and the institution.

These are some of the qualities leaders are made of; compassion and thoughtfulness.

I have been going down memory lane during this lockdown and look back at my 52 years as an educator in India and abroad. These years were spent in Boarding  schools, Day/Boarding schools and Day schools. In the first 27 years at The Doon School, I had the opportunity of working with six Headmasters, three  of them British. Mr C J Miller who appointed me as an Asst. Master, was kind, humble and a soft spoken gentleman. He was very considerate and continued helping the Doscos even after he left India and settled down in England. 

After a decade at the Doon School I decided to take a year’s Sabbatical and was accepted at Seven Oaks School, Kent, England. I was delighted because Seven Oaks was a cricketing school and at that time had Chris Tavare and Paul Downton playing for England. I took an instant liking to the Headmaster, Mr. Tummage. He made me feel very comfortable, wanted and important. I was immediately made master in charge of the junior cricket team. I was encouraged  to go out and play cricket for the Vine Cricket Club,the oldest in England. Later I was lucky to play a few games for Kent. 

Mr Tummage took great pride in my talent and was always ever so concerned about my well being . He made me feel a part of the school and gave me the opportunity to visit a number of schools including Eton and Harrow. He felt that I should see more schools and travel around England as much as possible. He fixed up a job for me at Lancing College at Shoreham-by-sea in Sussex. How lucky I was to to be there with Mr. Ian Beer as the Headmaster. He was an International rugby player and went on to become the Headmaster at Harrow.  Mr. Beer was most considerate and thoughtful and never made me feel like a stranger. These Headmasters behaved like colleagues and that is where their strength lay. I found them most unassuming, friendly and yet they knew where to draw a line. Never did I ever hear them raise their voice or be sarcastic. They saw the positive side of their staff and spent time encouraging, inspiring and motivating them. They made you feel important and part of the institution. They were very child-centred and always there for their students and parents.

Back in India, I worked with Mr Shomie Das, one of the finest educationists. Coming from a very academic background, he was a breath of fresh air. He allowed the staff to grow. He gave them enough freedom to work and yet kept a benevolent eye if things needed straightening up. He, with his understanding nature, was able to inspire and motivate the staff. Many of them later were to become Principals and Headmasters of some of the top schools in India. It was indeed very fortunate to have worked under some great headmasters who left an indelible impression on me. Later I was lucky to have headed schools in India and abroad for twenty five years, the last one abroad being The Gandhi Memorial International School, Bali.

One of the lessons learnt from these great Headmasters was that one should never put oneself on a pedestal. Good leaders are part of a team and they are only as strong as the weakest link. Leaders need to be thoughtful, compassionate, considerate and yet firm.  Headmasters have to be child centred and their first and foremost priority should be the staff and students. It’s important to know the staff personally and be aware of their problems and strengths. Happy and confident leaders with no complexes and nothing to prove tend to be selfless and work for the well being of the community and society. They certainly do not measure their success and competency by the awards they win,  which seems to be the yardstick of success today.Their success lies in their modesty and passion as an educator to make a difference in the lives of the students and educators they mentor.

After all an institution is only as good as its Head.

Rajinder Pal Devgan - Chairperson Learning Forward India. With near five decades of experience as an Educationist and having served as a School Leader for schools in India and overseas, Mr Devgan brings in rich experience as an administrator, sports person and champion for teachers. His love for children further strengthens the My Good School philosophy of the personal and social development of every individual with the active support of teachers, faith in experiential learning and learning outside the four walls of the classroom. Currently, Member Board of Governors at a leading residential school in India has settled down at Dehradun, to strengthen the mission of Learning Forward in India.

Honesty wins Respect: Ajay Vijayvargi

Honesty cannot be  associated with monetary transactions alone, it is required in every

aspect of human life. For example, an honest factory worker will report on time, leave on time and will not waste precious work hours in gossip or doing non-productive work, not getting involved in any type of politics etc will always gain respect from his seniors, colleagues and subordinates. Now take another example of a country leader working long hours, taking decisions in the interest of his nation and people only, decisions on time, no scams and so on will make him win respect from countrymen and internationally.

As an individual, we need to be honest with our family, friends circle, society, workplace and nation and we will be winning respect from everyone. Being honest with your students will win you their respect, lot many times an educator come across a situation when a question asked by a student cannot be explained or answered or if explained, students are not able to understand, so an educator must honestly say that okay student we will try again /let me think today and will discuss it tomorrow, definitely, students will be impressed by your honesty and will start respecting you even more.

Respect is to be earned and cannot be gained forcefully.

*Honesty is the best policy*.

 Ajay Vijayvargi

The Fabindia School

WAR V/s PEACE...let it be….BRAIN V/s HEART

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A class is full of students with versatile behaviours. Different Brains with different thinking. Teaching and learning in such a classroom can never be unidirectional. An educator plays a very important role in the classroom. It is an educator's peace of mind that helps the students to achieve the desired results. An educator should consider individual differences and multiple intelligence theory while building a strategy for a class. A child's I mind is full of curiosity and questions and a big WHY? In everything, he sees or perceives. If the question were left unanswered or a child is not satisfied with the response of the educator, he will be perplexed and would always seek to satisfy himself. This mental state of a child can create an unpleased atmosphere in a teaching-learning centre. When so many perplexed behaviours will combine together they will create a situation like a war inside the classroom.

It’s a wholehearted responsibility of an educator to deal with the situation of war in the classroom peacefully. Here comes the role of an educator where she/he has to come up as a role model and build coordination between heart and mind. If the common character sticks of heart and brain can be interchanged, the war situations can be handled very beautifully without leaving any scars in the mind.

A beautiful mind is full of innovative ideas. For a nation to grow innovative ideas are required.
Together we can complete the task easily and speedily. This togetherness can be brought  by the peaceful nature of an educator

- Curious Icons
The Iconic School