Human Values in the Age of Technology - Rekha Sharma

Jai Hind,

As a teacher, I reflected deeply on how education is not only about giving students knowledge but also about preparing them to make responsible human decisions. Examples such as self-driving cars and the “trolley problem” show that technology may become better than humans at calculating risk. Still, calculation alone cannot replace empathy, compassion, and moral judgement. The Good Samaritan experiment especially feels very real to me as a teacher because, in our busy lives, we often see someone struggling but continue with our own work, even when we know that helping is the right thing to do. The discussion about algorithms in job selection also reminds me that technology can reduce some human prejudices. Still, it can never remove the responsibility of humans who design and use it. In a classroom, I therefore feel my role is not simply to produce intelligent or successful students. Still, students who can stop, think about the consequences of their actions, question unfairness, and choose to help others even when nobody is watching. For me, the real lesson from this is that the future may belong to machines, but the values guiding those machines must still come from responsible human beings.

Regards,
Ms. Rekha Sharma
Teacher
Sunbeam School Mau

Immersive Storytelling Session on Sundays - Sapna Rai

To 

Ms Brinda Ghosh
Coach and Mentor, My Good School
Good Schools Alliance

Dear Ms. Brinda,

Thank you for leading such a wonderful, immersive storytelling session covering Gerald Durrell’s “My Family and Other Animals”.

Attending the My Good School Webinar reinforced for me that reading must move beyond traditional assessments to spark curiosity, empathy, and reflective thinking. Your session was a prime example of this philosophy in action.

Highlights of the Session

Vivid Characterisation & Humour: You effortlessly brought the quirky Durrell family and Corfu's vibrant wildlife to life, keeping the audience completely captivated.

Fostering Empathy & Curiosity: By highlighting Gerald’s keen observations of nature and animals, you helped us connect deeply with the story’s underlying spirit of discovery.

Expressive & Dynamic Delivery: Your rhythm, vocal Modulation, and engaging storytelling made the reading experience joyous, interactive, and truly memorable.

Reflection & Acknowledgments

I plan to channel the valuable insights gained from our expert mentors into building purposeful, joyful, and reflective Sunday reading experiences for my students in the classroom.

My heartfelt gratitude to the organisers for providing such an impactful professional growth opportunity, and special thanks to our school management for giving us a platform that continually nurtures our teaching and learning journey.

Sincerely,

Sapna Rai

PGT Teacher, Sunbeam School, Mau

Teaching Beyond the Classroom: Inspiring Hearts, Shaping Futures - Ms. Rekha Sharma

Today's session reminded me that teaching is far more than completing lessons or preparing students for examinations. A teacher has the power to shape a child's character, emotions, confidence, and future. The story of Roma and Sonam reinforced the idea that students do not only remember what we teach; they remember how we make them feel. A caring teacher becomes a source of comfort, hope, and guidance, especially during life's most challenging moments.

The discussion on the challenges of the twenty-first century also made me realise that education must prepare learners not only with academic knowledge but also with creativity, adaptability, empathy, collaboration, and critical thinking. These qualities are essential for navigating a rapidly changing world driven by technology and innovation.

In my own teaching experience, I have observed that students thrive when they feel respected, understood, and encouraged. A genuine smile, a few kind words, or a patient ear can leave a lasting impression and inspire confidence. Such simple gestures often become the foundation of a child's motivation and growth.

As a teacher, I believe my responsibility extends beyond teaching subjects. My true role is to nurture responsible, compassionate, resilient, and lifelong learners who are equipped to face life's challenges with confidence, integrity, and humanity.

Regards,

Ms. Rekha Sharma

Teacher, Sunbeam School, Mau 

Cheeselings at the Learning Forward Retreat 19-21 July 2026

Presentation by Nidhi and Saumya from the Doon International School at Dehradun

Attending the My Good School Capacity Building Programme was an enriching and thought-provoking experience. 

The sessions inspired me to look beyond academics and understand that education is about nurturing values, character, empathy, and responsible citizenship.

The two-day programme offered practical ideas and meaningful discussions that encouraged self-reflection and reinforced the importance of creating happy, inclusive, and value-based learning environments. I came away with renewed motivation to implement these learnings in my classroom and contribute positively to my school community.

A heartfelt thank you to Mr Sandeep Dutt for his inspiring vision, insightful guidance, and unwavering commitment to transforming education. His words encouraged us to become educators who shape lives, not just teach subjects.

I would also like to express my sincere gratitude to Mr Kunal for his constant support, excellent coordination, and encouragement throughout the programme. His dedication ensured a smooth and engaging learning experience for all participants.

I am truly grateful for this opportunity and look forward to putting these valuable lessons into practice. Together, we can build schools that inspire every child to learn, grow, and become compassionate global citizens.

Saumya Shankhdhar

Is Your Child Ready to Face the World?

Reflection as a Student

The book- Is Your Child Ready to Face the World?

Has changed the way I look at success. The stories taught me that dreams, compassion, purpose, resilience, and happiness are not just lessons—they are life skills. I realised that true education is about becoming a kind, confident, and responsible human being, not just scoring marks.

 As a teacher 

This book reaffirmed that our greatest responsibility is not only to educate minds but also to shape character. Every story reminds us that children need values, empathy, courage, and purpose to thrive in the real world. Our role is to inspire them to become capable individuals who make a positive difference in society.

Regards
Shweta Morolia
Sunbeam Suncity, Varanasi.

The Learning League

Learning for Life: Reflections from the GSA Learning Forward Retreat at Dehradun

Attending the enriching two-day Good School Alliance (GSA) Retreat, facilitated by Mr. Sandeep Dutt, was a truly transformative learning experience. The sessions reinforced the belief that education is not merely about academic achievement but about preparing children for life with purpose, empathy, and responsibility.

One of the most profound takeaways was the framework of the Three Rs—Reading, Reflection, and Relationships. Reading opens the mind, reflection deepens understanding, and meaningful relationships create the foundation for lifelong learning. Together, they help educators connect with children in a more authentic and impactful way.

The Four Ss—Service, Skill, Sport, and Study highlighted the importance of nurturing well-rounded individuals. Every child deserves opportunities to serve, develop practical skills, participate in sports, and excel in academics. This balanced approach prepares learners to thrive both inside and outside the classroom.

The Six Cs—Critical Thinking, Creativity, Collaboration, Communication, Character, and Citizenship serve as the cornerstone of 21st-century education. These competencies empower young learners to think independently, work collaboratively, communicate effectively, uphold strong values, and contribute meaningfully to society.

This retreat was more than a professional development programme—it was a journey of reflection, inspiration, and renewed purpose. I return with fresh perspectives and a stronger commitment to creating learning environments where every child is equipped not just for examinations, but for life.

"When education nurtures the mind, strengthens character, and inspires service, it creates changemakers for a better tomorrow."

- Shweta Morolia, Academic Head Sunbeam Suncity Hostel, and Incharge Sunbeam Gramin School, Karsana

Group Members: Shweta, Sneha, Varsha and Vandana

To Copy or Not to Copy Part 1

Learning Forward Saturday

The meeting centred on reflections and discussions on adolescent behaviour, particularly the chapter “Right vs. Wrong” and the upcoming chapter “To Copy vs. Not to Copy.” Sneha Pundir shared reflections on alienation, emphasising that punitive measures such as detention can exacerbate disconnection. Anurag Tripathi’s reflection underscored the importance of empathy and trust in schools to prevent high-risk behaviours. The discussion also addressed the impact of peer pressure and the need for healthy coping mechanisms. Roma’s story in the chapter illustrated the importance of honesty and effective learning techniques, such as associating information with personal milestones.

Building Trust-Based School Cultures to Prevent Adolescent Risk Behaviors- Anurag Tripathi

The presentation and reading materials shared by Sandeep Dutt Sir reveal a profound truth about modern education: to truly protect and nurture vulnerable adolescents, schools must dismantle rigid, curriculum-driven "brick walls" and prioritise a culture of empathy, reflection, and deep relational trust.

When students encounter the intense pressures of adolescence, they may turn to Volatile Substance Abuse (VSA)—the misuse of everyday items such as diluters, glues, and sanitisers—not out of a desire for physical harm, but as a psychological coping mechanism to escape stress, fit in, or gain acceptance among their peers. Traditional punitive measures, such as suspension or detention, fail to address the root causes of these behaviours; instead, they often deepen feelings of alienation and isolate children from the very support systems they need.

The ultimate antidote to such high-risk behaviours lies in building horizontal, trust-based relationships and cultivating a congenial, experiential learning environment where young minds feel valued, understood, and energised. By replacing harsh zero-tolerance policies with customised corrective interventions and open communication with parents, educators and families, educators can demystify forbidden temptations, reduce the influence of peer pressure, and guide students toward a genuine and safe joy of learning.

Anurag Tripathi

TGT English

Sunbeam School, Ballia

Reflections from Learning Forward Saturday sessions

Learning Forward Saturday sessions are held every Saturday at 3:00 PM on Zoom and are open to all members of the Good Schools Alliance

Right vs Wrong

As a teacher, I can utilise this story to teach students important life values along with academic learning. I would use the story to spark discussions about trust, safety, peer pressure, and responsible decision-making, so students can connect the story’s events to real-life situations. 

Through the character of Roma, I would explain how a teacher should be caring, approachable, courageous, and supportive towards students. I can also use this story in value education classes, counselling sessions, and group activities such as role plays, debates, and reflective writing to help students develop empathy, confidence, and moral awareness. 

The story would help me encourage students to speak openly about their problems and understand that seeking guidance is a sign of strength, not weakness. As a teacher, this story also reminds me to maintain a balance between discipline and compassion, to understand students’ emotional needs, and to create a safe and trusting classroom environment where every student feels respected, protected, and guided.

Regards 
Ms. Rekha Sharma 
Sunbeam School Mau

Like vs Unlike

We learn that a teacher should not always react aggressively. 

We also learned that students share their problems only when they trust their teacher. Therefore, teachers should keep such matters confidential and not discuss them with everyone. In the chapter, Roma informed the parents, but the matter was kept private among the counsellor, the class teacher, and the parents.

Overall, the chapter teaches us that a good teacher should understand students, guide them positively, maintain confidentiality, and handle every situation with patience, care, and understanding.

PYDS Learning Academy

The Teacher’s Role: Beyond Academics

Learning Forward Saturday

To discuss teacher empathy and student support using the book Wanted Back-bencher Last-ranker Teacher by Kavita Ghosh, chapter 4, “Affection vs. Rejection.” Chapter 4 of the book 

Key Takeaways

• Empathy is the core challenge: The real work is reaching the vulnerable child behind disobedient behaviour, not just teaching the curriculum.

• Prioritise relationships over academics: The sequence is Relationship → Reflection → Reading. A strong teacher-student bond is the prerequisite for effective learning.

• Teachers must be counsellors: They are often the primary emotional support for students and parents facing crises, requiring strong character and peer support.

• A school is a community: It must function as a supportive “village” where staff, parents, and even suppliers collaborate to ensure every child’s well-being.

Topics

The Teacher’s Role: Beyond Academics

• Sunita’s reflection on comforting new students highlighted the teacher’s role as a “third mother” providing emotional security.

• This emotional security is the foundation for learning, as it allows students to feel safe and overcome initial fear.

Case Study: Teacher Roma & Student Crises

• The group read a chapter from “Affection vs. Rejection” about teacher Roma's support for students during family crises.

• Ankush’s Parents’ Divorce:

  • Roma provided emotional support to Ankush’s mother, Maya Verma, during a parent-teacher meeting.

  • She advised Maya against moving to avoid adding more trauma to the children’s lives.

  • When Ankush refused to use his father’s name on his passport, Roma explained that a parent’s marital issues are separate from their love for a child.

• Surya’s Parental Separation:

  • Surya’s assignment on “losing something valuable” revealed the deep trauma of his parents’ separation and his subsequent estrangement from his sister.

  • Roma felt helpless, but counsellor Uttara advised her that her role was to listen and be a supportive presence, while respecting personal boundaries.

Discussion: Empathy, Support, & Community

• Empathy as a Prerequisite: Roma’s ability to empathise with Maya Verma was rooted in her own past experience supporting a friend (Suman) through a similar family crisis.

• The “Village” Model: Brinda shared an example of a school community (teachers, bus driver, uniform supplier) collaborating to provide a scholarship student with free resources, demonstrating a collective commitment to supporting the student.

• Peer Support is Essential: Sandeep stressed that teachers must support each other, acting as colleagues and counsellors, especially in schools without dedicated staff counsellors.

Learning Forward Community Resources

• Sandeep shared community resources to extend this supportive environment:

  • Newsletter: gsi.in (Monday, 7 AM)

  • YouTube Channel: 10,000+ subscribers

  • LinkedIn Page: 10,000+ followers

  • Blog: 35 million+ views

• Goal: Reach 10 million people by empowering attendees to be ambassadors for this philosophy in their own staff rooms.

Next Steps

• Attendees:

  • Subscribe to the gsi.in newsletter for weekly insights.

  • Share th "Affection vs. Rejection” philosophy in staff rooms to foster a supportive culture.

  • Invite colleagues to the next “Learning Forward Saturday" session.
    
    

• Fathom AI notes

Me Too? No Thank You!

A term I first became aware of whilst studying advertising & marketing, decades before its more mainstream interpretation, symbolising sexual harassment in recent parlance. Most marketers invest a lot of time & effort in liberating their brands from the forgettable trap of ‘yet another generic’ and try to cast, or recast, their labels as noticeable, memorable, clutter-breaking icons. Examples that spring to mind include Colgate, Xerox & Maggi, which have dominated collective consciousness to the extent that it has made it almost impossible for other brands to find a place!

 

The analogies we can draw from this realm of ad & marketing, juxtaposed with us human individuals, and the benefits that can be derived are staggering. Which individual wouldn’t want to be as distinctly top-of-mind recall for a critical mass of people in the same way as Colgate!

 

In an age of cloning, sameness, and a desperate need to belong and be accepted, more and more individuals are conforming. Either to family, society, cohorts and peer groups, sometimes compromising certain ideals, at other times, refashioning their beliefs to fit in with the popular majority. 

 

How then is an individual to truly stand out, stand apart, make an impact, and not be entirely swallowed by and lost in the mire of me-tooness? By applying certain marketing fundamentals.

 

On some prior occasions when I have suggested this, and I even use a few of these tools to great effect (If I may say so myself) in my psychological counselling sessions, I have been accused of robbing some of the authenticity from a deep & inward self-reflective excavation to unearth one’s true purpose. I appreciate that concern. My submission however, is that given a scenario in which, for the most part, there is no journey taking place at all, inward, outward, explorative, introspective; at least through what I am suggesting, a young person can build an ‘outward’ differentiated brand-identity for the self – and who knows, through that process, even stumble upon some genuine insights!

 

Which brings me to the simple tool I’d like to share in and through this little write-up. It is essentially a mildly revised version of a fairly standardised and commonplace Marketing Exercise called a SWOT Analysis – adapted by me to better suit a human individual rather than an inanimate brand.

Driveway Devi Life-Guidance Counselling Client SWOT-ANALYSIS

Let us begin with a basic SWOT Analysis of the Self. SWOT, as you might know, elaborates on Strengths, Weaknesses, Opportunities & Threats. To help you get started, I am sharing a SWOT analysis of myself in the table below:

Strengths	Communication Skills	Empathy	People’s Skills
Weaknesses	Erratic Mental Health/Moods	Erratic Physical Health	Tendency To Procrastinate
Opprtunities	Social-Emotional Learning Curricula at Schools	Therapeutic Communications Programs at Corporations	Mental Health Content
Threats	Deficit of Will/Time at Schools, Colleges, Corporations	Artificial Intelligence	Established Players

Conclusions:

1. Partnering with a well-regarded, allied organisation that will boost the national profile
2. Tapping into networks of alma mater, clubs and other individuals I’m friendly with
3. Greater focus on steady medication, diet & exercise for longevity & stability of physical & mental health
4. Advocacy of AI-related deficits in the realm of Mental Health & Social Emotional Learning
5. Proprietary Annual Property that becomes synonymous with Mental-Health + DD + Kartik 

You will notice that in the above sample of my own SWOT Analysis, I have written 3 Strengths, 3 Weaknesses, 3 Opportunities and 3 Threats. I have then carefully analysed these findings and written a 5 Point Conclusion, with specific Steps to best capitalise on the Strengths & Opportunities whilst mitigating the negative impact of the Weaknesses & Threats. 

Kartik Bajoria – Founder, Driveway Devi Life Guidance

Member Good Schools Alliance

Love Learning vs Hate Learning

 

Learning Forward Saturday

To read and reflect on Chapter 3 of “Wanted Back-bencher Last-ranker Teacher” by Kavita Ghosh. Narrated by Brinda Ghosh and Sandeep Dutt

Key Takeaways

• Create a “classroom without walls” by replicating the joy and positive social dynamics students show outside. This requires shifting from a rigid, fear-based environment to one that fosters engagement.

• Prioritise patience over perception. Judgmental labels (e.g., “Supriya does not want to study”) are ineffective and disrespectful. Instead, treat students like your own children, focusing on their potential and providing support.

• Understand the neuroscience of stress. Cortisol, the “stress hormone,” blocks memory and learning. Humiliation and fear create “test trauma,” which is a major barrier to student success.

• Make reflection a daily habit. This is the core practice for professional growth, distinct from simple note-taking. Share thoughts in the WhatsApp group to build a reflective community.

Topics

The Problem: A Disengaged Classroom

• The chapter’s protagonist, Roma, observed that her students were happy and well-behaved only outside the classroom.

• Insight: This contrast signals a need to bring the positive energy and social dynamics of the outside environment into the classroom.

The Challenge: Judgmental Attitudes & Poor Performance

• Roma’s class performed poorly on weekly tests:

  • 15 failed math

  • 10 had single-digit science scores

  • 8 performed miserably in social science

• A former teacher, Sumita, dismissed these students with judgmental labels, blaming their personalities and past failures.

• Principal’s Counter-Directive: “We don’t give up on our own children, so why give up on our students?”

  • Principle: Treat all students with the same patience and belief in their potential as you would your own children.

The Solution: Empathy & Brain Science

• Roma’s past as a struggling student provided critical context for understanding her current students.

• Neuroscience of Stress: Cortisol, the “stress hormone,” is released during stress and anxiety, blocking memory and learning.

  • This explains “test trauma” and why fear-based teaching is counterproductive.

• Roma’s Experience: Humiliation from a teacher who publicly shamed her for a math failure created a lasting aversion to the subject.

  • Rule: Never humiliate students or publicly announce their marks.

Logistics & Future Sessions

• Next Saturday (April 4): Guest speaker Rahul Chug (Learn PF app) will present to The Teachers Academy.

• Saturday After Next (April 11): The group will resume reading Chapter 3.

• Reflection: All participants are encouraged to share their reflections on today’s discussion via WhatsApp or email.

Next Steps

• Brinda:

  • Coordinate with Rahul Chug for the April 4 presentation.

  • Share her LinkedIn post on “failure as a great teacher” with the group.

All Participants to share reflections on today’s discussion via WhatsApp or email.

Fathom AI-generated notes, read with care.