A letter from Teachers of VIDYA India to Sandeep Dutt

Learning Forward Retreat 1-3 October 2026

Dear Sandeep Sir, 

Thank you so much for inviting us to Dehradun and making our training such a meaningful and enriching experience. We truly appreciate that, despite not being well, you still managed to take the training for us and gave us your valuable time and guidance. 

A special thanks to Neenu Ma’am as well for taking the time to come and meet us and for joining us for lunch—it was such a warm and thoughtful gesture. We are taking back many valuable learnings from this experience and will definitely carry them back to our school, share them with our colleagues, and pass them on to our students. We are truly grateful for your warmth, hospitality, and support, and hope to meet you all again soon. Thank you once again from Team VIDYA. 

We would also like to sincerely thank Kunal Sir for coordinating everything so beautifully and for taking care of all the arrangements throughout the training.

Thank you🙏

Best Regards, 

Team VIDYA India
Priyanka, Neha & Mahima 
Yashik & Ekta

Check out what we take away from this wonderful experience!

 Priyanka, Neha and Mahima

Yashika & Ekta

सीखने की कोई सीमा नहीं – The Midwife से प्रेरणा - सरोज पटेल

“The Midwife” अध्याय ने मुझे बहुत कुछ सोचने और समझने का अवसर दिया। तारा की माँ ने अपने अनुभवों, निरंतर सीखने और आत्मविश्वास के माध्यम से एक ऐसा कार्य सीखा, जिसे शुरुआत में करना उनके लिए आसान नहीं था। इससे मुझे महसूस हुआ कि सीखने के लिए केवल किताबों और औपचारिक शिक्षा पर निर्भर रहना आवश्यक नहीं है।

एक शिक्षिका के रूप में मैं मानती हूँ कि हर बच्चा अपने अनुभवों और अपनी गति से सीखता है। जब हम बच्चों को अवसर देते हैं, उन्हें ध्यान से सुनते हैं और उनकी छोटी-छोटी कोशिशों को महत्व देते हैं, तो उनमें आत्मविश्वास विकसित होता है। इस अध्याय ने मुझे यह भी सिखाया कि शिक्षक को स्वयं भी हमेशा सीखते रहना चाहिए। कई बार बच्चों के प्रश्न, उनकी जिज्ञासा और उनके अनुभव हमें ऐसी बातें सिखाते हैं, जो किसी किताब में नहीं मिलतीं। 

मेरे लिए इस अध्याय की सबसे महत्वपूर्ण सीख है -सीखना एक निरंतर प्रक्रिया है और जीवन स्वयं हमारा सबसे बड़ा शिक्षक है। एक अच्छा शिक्षक केवल बच्चों को शिक्षित नहीं करता, बल्कि बच्चों के साथ-साथ स्वयं भी सीखता और विकसित होता रहता है। यही सीख  शिक्षण को और अधिक संवेदनशील, धैर्यपूर्ण और अनुभव-आधारित बनाने के लिए प्रेरित करती है।

सरोज पटेल  

“The Midwife” और “Cream Shoes”- सुनीता त्रिपाठी

इन दोनों अध्यायों को पढ़कर मुझे लगा कि शिक्षा केवल किताबों और स्कूल की चारदीवारी तक सीमित नहीं होती, बल्कि जीवन के अनुभव भी हमें बहुत कुछ सिखाते हैं। “The Midwife” में तारा अपनी माँ के जीवन में आए बदलाव को देखती है। शुरुआत में माँ संकोच और डर में रहती हैं, लेकिन धीरे-धीरे जिम्मेदारी निभाते हुए उनमें आत्मविश्वास और निर्णय लेने की क्षमता विकसित होती है।

वहीं, “Cream Shoes” में तारा अपनी माँ के बचपन और उनके परिवार की सोच को समझने की कोशिश करती है। माँ ने एक ओर सामाजिक अपेक्षाओं से भरी परवरिश देखी और दूसरी ओर उससे बिल्कुल अलग जीवन चुना। इससे मुझे यह सीख मिली कि हर व्यक्ति के वर्तमान व्यवहार के पीछे उसका अतीत, उसके अनुभव और उसकी परिस्थितियाँ होती हैं।

एक शिक्षक के रूप में, इन अध्यायों ने मुझे यह सोचने पर मजबूर किया कि हर बच्चे को केवल उसके व्यवहार से नहीं, बल्कि उसकी पूरी कहानी और परिस्थितियों को समझकर देखना चाहिए। जिस तरह तारा ने समय के साथ अपनी माँ और परिवार को नए दृष्टिकोण से समझा, उसी तरह हमें भी बच्चों को समझने के लिए केवल उनकी गलतियाँ नहीं, बल्कि उनके पीछे छिपी भावनाओं और अनुभवों को देखना चाहिए।

मेरे लिए इन अध्यायों की सबसे बड़ी सीख यह है—किसी व्यक्ति को समझने से पहले उसकी कहानी समझना जरूरी है।

सुनीता त्रिपाठी 

अनुभव से सीखने, आत्मविश्वास और स्वयं में बदलाव का अनुभव - सरोज पटेल

Educated के दूसरे अध्याय को पढ़ते हुए मुझे यह महसूस हुआ कि सीखना केवल किताबों या विद्यालय तक सीमित नहीं होता। जीवन में मिलने वाले अनुभव भी हमें बहुत कुछ सिखाते हैं। तारा की माँ ने अपने अनुभवों के माध्यम से एक नई जिम्मेदारी को समझा और धीरे-धीरे उसमें आत्मविश्वास विकसित किया। इस बात ने मुझे अपने शिक्षक जीवन के अनुभवों के बारे में सोचने के लिए प्रेरित किया।

एक शिक्षिका के रूप में मैंने महसूस किया है कि जब मैंने बच्चों को पढ़ाना शुरू किया था, तब मेरे लिए सबसे बड़ी चुनौती यह थी कि प्रत्येक बच्चा अलग-अलग तरीके से सीखता है। कुछ बच्चे जल्दी समझ जाते हैं, कुछ को बार-बार समझाना पड़ता है और कुछ बच्चे बोलने या अपनी बात रखने में झिझकते हैं। पहले मैं कभी-कभी सोचती थी कि सभी बच्चों को एक ही तरीके से समझाया जाए, लेकिन धीरे-धीरे अपने अनुभवों से मैंने सीखा कि हर बच्चे तक पहुँचने का तरीका अलग हो सकता है।

मैंने बच्चों को केवल पढ़ाना ही नहीं, बल्कि उन्हें ध्यान से देखना और समझना भी शुरू किया। मैंने उनकी छोटी-छोटी प्रगति को पहचानना सीखा। किसी बच्चे का पहली बार कक्षा में उत्तर देना, किसी गतिविधि में उत्साह से भाग लेना या पहले से बेहतर प्रदर्शन करना मेरे लिए बहुत बड़ी उपलब्धि बन गया।

इस अनुभव से मैंने महसूस किया कि एक शिक्षक भी हर दिन सीखता है। बच्चों को समझने की प्रक्रिया ने मेरे अंदर धैर्य बढ़ाया और मुझे अपनी शिक्षण-पद्धति में बदलाव करने का साहस दिया। पहले जहाँ मैं किसी कठिन परिस्थिति को समस्या मानती थी, वहीं अब उसे सीखने और स्वयं को बेहतर बनाने के अवसर के रूप में देखने लगी हूँ।

इस अध्याय ने मुझे यह समझाया कि आत्मविश्वास एक दिन में नहीं आता। वह छोटे-छोटे अनुभवों, गलतियों, प्रयासों और उनसे मिलने वाली सीख से विकसित होता है।

सरोज पटेल, Sunbeam Gramin School

My Reflection – Good School Alliance

Learning Forward Retreat: 3-5 Sept 2026

Coming to Dehradun through the opportunity given to us by Mayoor School Jaipur was a really enriching and memorable experience for me. I had already interacted with the Good School Alliance and Sandeep Sir during the My Good School Retreat, so I had a little idea of what to expect. But being here and experiencing the learning firsthand was something quite different.

Our stay at Figtree Cottage made the experience even more special. The place was peaceful and comfortable, and the homely meals genuinely made us feel at home. It was truly a home away from home.

One of my favourite parts of the experience was the Joy of Learning Studio. What made it special was that learning did not feel like a formal workshop. There was a certain warmth and simplicity to it. I particularly loved our morning when Sandeep Sir came to us and read from his book, My Good School. He read two chapters aloud, and then we continued reading ourselves. Listening to the author read his own words made the experience feel much more personal. It felt less like attending a session and more like being part of a conversation about education.

And then came the fun part—we made flipcharts, discussed our thoughts and used all our creativity. Thoda sochna, thoda discuss karna, thoda create karna aur bahut saari masti! It was amazing to see how something as simple as a blank sheet could give rise to so many different ideas.

The biggest thing I am taking away is the joy of learning. As teachers, we are constantly thinking about what our students should learn, but this experience reminded me that we also need to keep learning, questioning and exploring. Teacher hona sirf sikhana nahi hai, khud bhi seekhte rehna hai.

I came to Dehradun expecting to learn something new, but I am leaving with much more—beautiful memories, new perspectives, meaningful conversations and a renewed excitement for teaching.

For me, this was not just a professional learning experience. It was a reminder that learning should always be joyful, creative and human.

Gomshi Sengar 
Mayoor School Jaipur

A thoughtful and enriching Retreat.

Dear Good School Alliance Team,

The Good School Alliance Learning Forward Retreat in Dehradun was a very enriching and memorable experience for me. It gave me a chance to step away from my usual routine and think more deeply about what makes a school good.

Reading My Good School by Sandeep Dutt was one of the highlights of the Retreat. The book made me think about education beyond textbooks and the curriculum. It helped me reflect on the importance of values, freedom, relationships and the overall environment in which children learn. The discussions also encouraged me to look at my own role as a teacher in a new way.

I especially enjoyed the flip-chart activity. We worked together to present our understanding of the book through drawings, words and ideas. It was interesting to see how everyone interpreted the same thoughts differently. The activity was creative and enjoyable, and it also gave us a chance to share our ideas and learn from one another.

Our stay at Fig Tree Cottage made the Retreat even more special. The warm hospitality and peaceful surroundings made us feel comfortable and welcome. It was a lovely setting for reading, reflection and meaningful conversations.

I returned from the Retreat with many thoughts about my teaching and how I can help create a happier, more meaningful learning environment for my students. The experience reminded me that teachers, too, must continue to learn, reflect and grow.

I am grateful to Sandeep Dutt and the Good School Alliance for organising such a thoughtful and enriching Retreat. I will carry the memories, conversations, and lessons from these days with me on my journey as an educator.

Warm regards,

Jaya Sharma
Mayoor School Jaipur

A Good School Begins With Us

What if the real question is not “What makes a good school?” but “What makes us good

enough to create one?”

These two days have made me sit with that question. I came in thinking I would understand a little more about what makes a school good; I am leaving thinking more about what we bring into the school every day that adds to a good school.

Reading My Good School by Sandeep Dutt, sitting in the quiet of our cottage, felt different. There was time to read at my own pace, pause at a thought, question it, and connect it with

what I have seen and experienced.

As Kabir says,

“धीरे-धीरे रे मना, धीरे सब कु छ होय।” 

True understanding and meaningful change take time; some things only unfold when we slow down enough to notice them.

What stayed with me is that a good school is not just about academics. It is where children learn to think, question, collaborate, contribute and, most importantly, grow as individuals. The team conversations brought another perspective — that learning becomes deeper when we listen to one another and allow our own thinking to be challenged.

One thing I keep coming back to is happiness and enthusiasm. They cannot be instructed. They have to be felt. And they are contagious. If we want children to be curious, joyful, kind and excited to learn, perhaps we have to bring those qualities into the room first.

We often think our role is to reach out to children, guide them and give them the right reflections. But children are watching us long before they are listening to us. So perhaps the real work is not telling children what a good school or a good life looks like. It is becoming an example ourselves.

Because ultimately, a good school is not something we build around children. It is something we build within ourselves and let children experience.

Tanvi Khurana

Fascilitator

Mayoor School Jaipur

A Good School, Twice Defined

A note of gratitude from Nidhi, who attended the Learning Forward Retreat, 19-21 July 2026, at My Good School’s Joy of Learning Studio in Dehradun.

A school occupies a singular place in one’s life—not once, but twice. The first time, you are the one groggily rising before dawn, gulping down a glass of milk, and racing toward the gates of learning. The second time, you are the one rousing another, urging that same glass of milk down a reluctant throat, and shepherding them toward those same gates. It is in the space between these two experiences that the true measure of a Good School comes into focus.

I recently had the privilege of attending an immersive two-day workshop hosted by Learning Forward India Foundation, where a colleague and I sat—quite literally—in circle time once again, engaged in deep reading, discussion, and reflection. The question posed to us was deceptively simple, yet formidable in its scope: What makes a school good? Guiding these conversations was Mr Sandeep Dutt, ably supported throughout by his colleagues Kunal and Sneha.

The insights I gathered over those two days could easily fill a book and perhaps one day they will. For now, I offer this distilled reflection.

A truly good school is one unburdened by prejudice, artificial ceilings, or narrow thinking. It is a space that nurtures agency, champions self-directed learning, and opens multiple pathways to growth, through service, sport, skill, and scholarship; shaping individuals who feel genuinely whole. None of this is possible without sustained collaboration among teachers, support staff, management, parents, and students; it is this collective engagement that makes education a holistic, living experience.

As an educator, the workshop brought me back to the heart of my purpose: to spark curiosity, welcome questions, and mentor each individual in my care as the unique person they are. Above all, it reaffirmed a truth that should be self-evident—every single person is already a 10 out of 10, with limitless capacity to go further still.

My heartfelt thanks to Mr Sandeep Dutt and his team, Kunal and Sneha, for their thoughtful guidance throughout the workshop; to Learning Forward India Foundation for conceiving and organising such a meaningful experience; and to my school, Doon International School, for allowing me to attend.

Regards,

Nidhi Verma

Reflection on Good School Alliance Training 19-21 July 2026

Letter from Sakshi Sharma to Sandeep Dutt

Dear Sir, 

I would like to share my reflection on the Good School Alliance Training, which was a truly enriching and inspiring learning experience. The training helped me understand what truly makes a school “good.” I learned that a good school is not just about academic excellence but about building strong relationships, creating a positive learning environment, and ensuring the holistic development of every student. It also made me reflect on the changes that schools should adopt to become better learning communities.

One of the most valuable learnings for me was the importance of connecting with fellow educators. Earlier, my interactions with colleagues were mostly limited to discussing the curriculum and lesson plans. During this training, I learned the value of meaningful conversations, collaboration, and building professional relationships that help us learn, grow, and support one another.

Reading “My Good School” was another significant part of this journey. After my school and college years, I had almost stopped reading books. This training motivated me to read again, and I thoroughly enjoyed the experience. The book deepened my understanding of the roles of teachers, mentors, and principals, and highlighted the importance of building strong, trusting relationships with students to make learning more meaningful.

As I read the book, I was happy to notice that many of the practices and values it describes are already reflected in my school through its association with the Good School Alliance. The leadership qualities of an effective principal mentioned in the book closely resemble those of our Principal, making the concepts even more relatable and inspiring.

Overall, this training has motivated me to become a better educator, strengthen my relationships with students and colleagues, and continue my journey of learning and self-improvement. Most importantly, it has rekindled my interest in reading, and I look forward to exploring more books that will help me grow both personally and professionally.

Thank you for providing such a meaningful and inspiring learning experience.

Regards,

Sakshi Sharma

TGT Science

Delhi Public School, Abu Road

Reflections: Good Schools Alliance Learning Forward Retreat

The Good School Alliance Learning Forward Retreat at Dehradun was a wonderful learning experience for me. The Retreat focused on reading different texts and sharing our thoughts. One of the most interesting parts was creating our reflections on the flipchart, which allowed us to organise our thoughts creatively and connect with fellow educators.

The Retreat made me realise that reading is much more than understanding words on a page. It is about thinking, questioning and finding meaning in what we read.

The experience has motivated me to continue exploring books and nurturing a love for reading.

Overall, it was a memorable and thought-provoking experience, and I am grateful to the Good School Alliance for creating such a meaningful learning opportunity.

Regards.

Ani Arya
Gyan Anant Vidyalaya

Join the Learning Forward Retreat!
#HappyTeachers

Affection vs Rejection: Part 1

Learning Forward Saturday

To read and reflect on Chapter 4 of the book Wanted Back-bencher & Last-Ranker Teacher “Affection vs. Rejection."

Key Takeaways

• Staff rooms can be toxic. The chapter’s staff room scene highlights how gossip and negativity can create a draining atmosphere, in contrast to Brinda’s experience of a supportive, collaborative space.

• Use marking schemes to empower students. Posting a detailed marking scheme with answer breakdowns (e.g., 1/2 mark per step) helps students understand why they lost marks, reducing disputes and fostering accountability.

• Teachers’ personal lives impact the classroom. Roma’s story shows how personal events (like a broken engagement) can become public gossip, creating a stressful environment that distracts from teaching.

• Empathy is the foundation of effective teaching. A teacher’s own struggles build empathy, which is essential for connecting with students and creating a safe, supportive learning environment.

Topics

Chapter 4: “Affection vs. Rejection”

• The chapter opens in a staff room where teachers are stressed by heavy workloads, including multiple substitution classes.

• The atmosphere shifts to gossip as teachers pry into Roma’s personal life, specifically her broken engagement to Ravi Srivastava.

  • Significance: This scene illustrates how gossip can create a toxic environment that distracts from professional collaboration.

• The narrative then moves to Roma’s first Open House, where she dreads the “dissection” of student performance.

• Roma reflects on the immense effort of grading papers, noting the challenge of deciphering messy handwriting and finding answers in unexpected places.

  • Significance: This highlights the teacher’s responsibility to find value in every student’s work, even when it’s poorly presented.

Discussion & Reflection

• The Problem: Staff Room Culture

  • The chapter’s staff room scene sparked a discussion about negative workplace dynamics.

  • Brinda’s contrasting experience: A former staff room was a supportive “earning ground” where teachers shared strategies, and the principal fostered humility.

  • Conclusion: Staff rooms should be collaborative spaces, not centres of gossip.

• The Solution: Detailed Marking Schemes

  • Brinda suggested using a detailed marking scheme to address student questions about grades.

  • How it works: Create the scheme with the question paper, breaking down marks for each step or part of an answer (e.g., 1/2 mark for correct formula).

  • Benefit: Posting the scheme allows students to self-diagnose where they lost marks, reducing disputes and fostering accountability.

• The Framework: Reading, Reflection, Relationships

  • Sandeep introduced a triangle model with bi-directional arrows connecting Reading, Reflection, and Relationships.

  • Principle: Each element strengthens the others. For example, reading improves reflection, which improves relationships.

  • Goal: Encourage deep thinking over rote note-taking.

Next Steps

• All Participants: Reflect on your staff room experience and its purpose.

• All Participants: Submit reflections via WhatsApp or the session’s comment section.

• Sandeep: Share the session recording and key takeaways to aid reflection.

FATHOM AI-generated notes.

“Productive Failure” (PF) pedagogy and its AI application

Learning Forward Saturday with Aloysius Alfred and Rahul Chug of Learn PF.

To introduce the “Productive Failure” (PF) pedagogy and its AI application.

Key Takeaways

• PF Reverses Learning: PF flips the traditional model (instruction → practice) to problem-solving → instruction. Students first struggle with a concept in a safe environment, preparing their minds to deeply absorb the formal teaching that follows.

• AI as a Scaffolding Tool: Learn PF’s AI is designed to guide students through PF rather than provide direct answers. It uses targeted questions to help them discover solutions, avoiding the “direct instruction” trap that many AI tools fall into.

• PF’s “3x Effect”: The pedagogy yields a “3x effect” on learning, improving conceptual understanding, resilience, and the transfer of skills to new contexts—a key goal of India’s National Education Policy (NEP).

• Teacher’s Role is Critical: Teachers must create a safe space for failure, guide exploration, and reinforce the value of every learning experience.

Topics

The Problem with Direct Instruction

• The traditional model (teacher explains → student practices) often leads to shallow, rote learning focused on passing exams.

• This approach hinders the transfer of skills to new subjects or real-world situations, a key goal of India’s NEP.

• Analogy: Being ferried across a river in a boat vs. learning to swim across it yourself. The latter builds a deeper experience.

Productive Failure (PF) as a Solution

• Core Principle: Intentionally design learning experiences where students struggle and fail in a safe, controlled environment.

• Process:

  1. Problem-Solving: Students tackle a problem without prior instruction, activating their cognitive abilities and exposing common misconceptions.

  2. Instruction: The teacher provides formal instruction after the struggle.

• Rationale: The initial struggle prepares the mind to receive and deeply understand the formal teaching, creating a “3x effect” on learning.

• Outcomes:

  • Deeper conceptual understanding.

  • Improved resilience and reduced anxiety around failure.

  • Enhanced transfer of skills.

LearnPF’s AI Application

• LearnPF, a Singapore-Swiss startup, applies PF pedagogy using an AI platform.

• Design Principles for Educational AI:

  • Purpose: Clearly educational, not just gamification.

  • Pedagogy: Grounded in a proven learning model like PF.

  • Evidence: Backed by scientific research (e.g., Prof. Manu Kapoor’s 20+ years of work).

  • Function: Scaffolds learning through questions, avoiding direct answers.

  • Quality: High-quality design and content.

• Teacher Support: The platform handles content design, freeing teachers to focus on classroom facilitation and student guidance.

Q&A and Discussion

• AI’s “Human-like” Behaviour: An AI’s need for iterative feedback (asking questions) is a design feature to refine its output, not a flaw. Users must be patient and provide guidance.

• PF for Languages/Social Science: PF is most effective for conceptual learning, not for memorising facts.

  • Languages: Research is ongoing to apply PF to language acquisition.

  • Social Science: Useful for teaching critical thinking and analysis (e.g., evaluating sources), but less so for recalling specific dates.

• Teacher’s Role: The teacher’s role is to create a safe space for failure, guide exploration, and reinforce the value of every learning experience.

Next Steps

• All Participants:

  • Reflect on the concept of “productive failure.”

  • Post questions in the WhatsApp group to initiate discussion.

  • Share personal classroom examples where students learned from struggle.

 FATHOM AI-generated summary