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.

The Importance of Regular Practice in Building Strong Concepts - A Study on Student Performance Improvement- Faizan Ahmad

Introduction

Regular practice is one of the most important habits that helps students build strong

concepts and improve their academic performance. When students practice regularly, they

develop a better understanding of topics, remember information longer, and become more

confident in solving problems. In this assignment, we will explore how regular practice

helps students learn better, what stops them from practising, and what methods work best

for improvement.

Background of the Study

In Indian schools, especially for Class 9 and Class 10 students preparing for board exams,

many students struggle with weak concepts and poor marks. A big reason for this is that

students do not practice enough during the learning process. They often wait until exams

are near before starting to study seriously. This habit creates stress and anxiety.

Students today face many distractions like mobile phones, social media, and games, which

take away their study time. Teachers and parents see that students who practice daily score

better marks and understand topics more clearly than those who study only before exams.

However, many students don't realise the true power of regular practice. They think

studying for long hours just before exams is enough.

But research shows that when students practice a little bit every day, they learn better and

remember longer. This method is called "spaced learning" or distributed practice. Students

who follow this method get better results in exams, feel less stressed, and develop a real

interest in the subjects they study.

What is Regular Practice and Why Does It Matter

Regular practice means studying and solving problems a little bit every day, not just

studying hard once or twice a week. It means doing homework on time, solving extra

questions, and reviewing what you learned in class regularly.

Regular practice matters because:

• It helps the brain store information in long-term memory

• It builds confidence when solving questions

• It reduces exam anxiety and stress

• It helps students find weak areas and improve them

• It improves thinking skills and problem-solving ability

How Regular Practice Helps Students Learn Better

When students practice regularly, many good things happen. First, practising the same

concept many times helps the brain understand it deeply. Second, when a student practices

daily, they spot their mistakes early and can correct them. Third, regular practice builds a

learning habit and makes studying feel normal, not boring. Finally, students who practice

daily often feel ready for exams and score better marks.

Teachers have noticed that students who solve practice questions every day perform much

better in exams compared to students who don't practice regularly. Regular practice also

helps students become faster in solving questions, which is very important in timed exams.

Common Problems That Stop Students from Practising

Several things stop students from practising regularly:

• Laziness and lack of motivation: Many students feel too lazy to study every day

• Too much distraction: Mobile phones and games take away study time

• Feeling bored: Solving the same type of questions feels boring to many students

• Lack of proper guidance: Some students don't know which questions to practice

• Pressure and fear: Some students fear making mistakes and avoid practice

Ways to Make Practice Better and More Effective

Here are some simple but powerful methods that help students practice better:

• Make a study schedule: Plan fixed times for study every day

• Start with easy questions: Begin with simpler questions and gradually move to

harder ones

• Keep mistakes in a notebook: Write down your mistakes to learn from them

• Take short breaks: Study for 25–30 minutes, then take a 5-minute break

• Practice different types of questions: Don't repeat only one type of question

• Ask teachers for help: When stuck, ask teachers instead of giving up

• Review what you learned: Read through your notes again after some days

[Results and Benefits of Regular Practice]

Students who follow the habit of regular practice see clear results. Their marks improve,

they understand concepts better, and they feel more confident. They also report feeling less

stressed during exams. Moreover, regular practice helps students develop good learning

habits that help them throughout their lives, not just in school.

Suggestions for Teachers and Parents

Teachers and parents can help students practice regularly by:

• Giving homework that is meaningful and not too much

• Praising students when they practice regularly

• Creating a study-friendly environment at home and school

• Helping students understand why practice is important

• Making practice sessions fun and interesting

Conclusion

In conclusion, regular practice is very important for learning and improving marks. When
students practice every day, even for a short time, they learn better, remember longer, and
feel more confident. By understanding the benefits of practice and removing the obstacles
that stop them, students can develop strong concepts and achieve better results. Regular
practice is not just about passing exams—it's about building a foundation for lifelong
learning.

By Faizan Ahmad

Sunbeam School Varuna

Exploring Symbolism Across Art Forms

Music, Art and Poetry (MAP) Sessions are hosted by The Teacher's Academy

As a part of our Thoughtful Thursday MAP series, on the 1st of May 2025, Brinda led a discussion on symbolism in poetry, using examples from poets like W.B. Yeats and Robert Frost, and introduced a contemporary Arabian poet, Norma Shehab Rai. The team also discussed the importance of symbolism in art, the complexity of paintings, and the use of symbolism in music, with Jatin explaining the symbolism of the swan in classical music compositions. The conversation ended with a discussion on the interconnectedness and multidisciplinary approach in their sessions and plans for future sessions.

Symbolism in Poetry: Universal and Personal

Brinda led a discussion on symbolism in poetry, explaining that authors use symbols to convey their intended message. She noted that this is particularly common in poetry, as it allows poets to express various emotions and phases in life without repetition. Brinda also mentioned that particular objects and natural elements have become universal symbols, while others are more personal and private. She used examples from poets like W.B. Yeats and Robert Frost to illustrate the use of symbols in their work. 

Symbolism in Frost's "Dust of Snow

Brinda discussed the symbolism in Robert Frost's poem "Dust of Snow," focusing on the crow, hemlock tree, and snow. She explained how these symbols represent darkness, evil, and purity and contribute to the poem's message about the transformative power of small, insignificant acts. Brinda also mentioned other poems by W.B. Yeats, such as "The Lake Isle of Innisfree," which convey similar themes of nature and the human experience. Finally, she introduced a contemporary Arabian poet, Norma Shehab Rai, and her poem "Hugging the Jukebox," which explores the intersection of memory and the Caribbean Sea.

Alfred's Passion for Music

Brinda discussed the story of a 6-year-old boy named Alfred who learns all the words to all the songs on his grandparents' jukebox and sings them. The grandparents, who can't sing, are amazed by Alfred's talent and impact on the community. Despite his young age, Alfred's passion for music is evident, and he continues to sing even when he's put to bed. The story highlights the power of music and the impact it can have on people's lives.

Symbolism in Art and Poetry

Brinda discussed the importance of symbolism in art, using the example of a jukebox as a symbol in a poem. She emphasised that symbols create an atmosphere and leave a lasting memory. Mr. Ghosh then spoke about symbolism in art, noting that it is not a new concept for Indians, as seen in their gods and goddesses. He highlighted that European artists took liberties with symbolism, making it difficult to understand their intended meanings.

Abstract Paintings and Symbolic Music

Subhashish discussed the paintings' complexity and abstract nature, noting that they often depict imaginary animals and are difficult to understand without research. She mentioned that these paintings are not necessarily representative of the period and are not commonly used by other artists. Brinda also pointed out the use of gloomy and dreamy colours in these paintings. The participants were encouraged to share their thoughts and reflections on the paintings before moving on to Jatin's explanation of the usage of symbolism in music.

Poetry Reading Session With Teacher Reading Her Submission

Rohini Agarwal, who was present, read her poem. 

Swan Lake: Music, Poetry, and Sports

Jatin discussed the symbolism of the swan in various mythologies and its use in classical music compositions. He shared his inspiration for choosing the Swan Lake composition by Tchaikovsky, which was initially composed in 1875 and is considered one of the most challenging pieces for ballerinas. Jatin also explained the plot of Swan Lake, which involves a king falling in love with a woman cursed by a sorcerer to transform into a swan. He mentioned the movie adaptation of Swan Lake, which used the Black Swan character to represent the mental state of the performer rather than the original plot. Jatin then shared a figure skating performance based on the Swan Lake composition, highlighting elements like 32 spins to express the character's vulnerability. 

Interconnected Sessions and Personal Reflections

Brinda discussed the interconnectedness and multidisciplinary approach, emphasising the benefits of broadening horizons and making connections. She encouraged participants to share their reflections and suggested improvements. Sandeep stressed the importance of being prepared and optimising time during sessions. Minakshi shared her experience with a teacher interested in joining the sessions, and Sandeep advised downloading the Zoom app for easier access. 

AI-generated content may be inaccurate or misleading. Always check for accuracy.

Transformative Learning: Strategies for Success

Reflection questions based on Chapter 5: Performance Scores Must Be Honest and Chapter 6: People, Scores and Outcomes from My Good School by Sandeep Dutt:

Chapter 5: Performance Scores Must Be Honest

1. How can we ensure student assessments reflect their understanding and growth rather than just test-taking ability?
   (Consider both academic and personal development perspectives.)

2. How does honest feedback, both given and received, influence the learning culture in a school?
   (Reflect on the role of trust and transparency in your teaching or learning environment.)

Chapter 6: People Scores and Outcomes

3. How can we better measure a student's contribution to the school community beyond academic grades?
   (Think about leadership, collaboration, empathy, and service.)

4. What changes can we make in our schools to shift the focus from competition to character and community development?
   (Reflect on how success is currently defined and how it could be reimagined.)

📚 My Good School Reading Session Summary

🌿 A Special Session at Khan Farm

The recent reading session was uniquely held at Khan Farm, near Rajaji National Park, offering a serene and natural setting for a meaningful gathering. The session was designed for our Special Schools and brought together participants from various regions.

The virtual meeting ran smoothly thanks to a smooth technical setup and strong coordination. The peaceful surroundings and collaborative spirit made the session memorable, highlighting the power of learning in harmony with nature.

📖 Chapter Discussion: Reflections on Chapters 5 and 6

The main body of the session was focused on Chapters 5 and 6: Performance Scores Must be Honest and People Scores and Outcomes from the reading material.
Key discussion points included:

• Self-Care and Love: A highlight was the importance of nurturing the self—connecting body, mind, and soul.

• Teacher Reflections: Sandeep Dutt encouraged teachers to reflect on their challenges and share personal stories to build mutual understanding.

• Work-life balance: This theme emerged as a crucial takeaway, emphasizing emotional well-being and balance in professional and personal spheres.

⚖️ Balancing Act: Challenges in Education

The session moved into more profound reflections around the daily struggles teachers face:

• Peer Pressure and Burnout: Discussed as everyday stressors among educators.

• Work-Life Balance: Reiterated by Seema Khare, who introduced the idea of a "Tipping Point", stressing the need to maintain harmony to prevent burnout.

• Group consensus formed around the importance of self-awareness, mindfulness, and time management.

🧠 Key Takeaways

• Self-care is not a luxury—educators need to be effective.

• Building positive connections within oneself enhances professional capability.

• Regular reflections help personal growth and create a culture of empathy and openness in schools.

• Staying connected helps maintain momentum and mutual support among educators.

🏁 Closing & Gratitude

The session concluded with a warm thank you from My Good School Retreat.
Sandeep Dutt and Manisha stressed the importance of:

• Staying connected through WhatsApp groups and other digital platforms.

• Continuing open dialogue around well-being and personal development.

I request everyone to share their learning outcomes by posting a reflection below the post or emailing it to mk@learningforward.org.in. Your thoughts and insights will be valuable to the community! I look forward to applying these strategies and growing through such learning opportunities.

Session highlights

Meeting ID

Managing Pressure, Nurturing Well-being: A PLP Session for Educators

The April 11 Special Projects Professional Learning Program (PLP) session centered on pressure and stress management for students and teachers. The session aimed to deepen the understanding of the challenges faced in educational environments and explore practical strategies to promote well-being. We are reading a book in Hindi and are committed to helping teachers of the Arthur Foot Academy, Sunbeam Gramin School and our GSA Special Projects.

👥 Introductions & Setting the Tone

Sandeep Dutt emphasized the importance of introductions and invited Reena to address the group. The tone was collaborative and welcoming, aiming to build rapport among educators from various backgrounds.

Key Takeaways

• Impact of Pressure: Pressure and stress significantly affect students' mental and physical health. Educators must remain vigilant for warning signs such as behavioral changes and physical symptoms.

• Importance of Self-Care: Self-love, self-care, and a healthy work-life balance are essential for educators and students to manage stress effectively.

• Support and Encouragement: Supporting students—by acknowledging their interests and providing even small forms of encouragement—can help them navigate academic and personal pressures.

• Reflection and Collaboration: Regular reflection and sharing among educators enhances teaching practices and stress resilience.

Discussion Topics

Chapter Discussion: Dealing with Pressure

Based on a chapter from the book Happy Teachers, Happy Schools, this discussion addressed the pressures students face, including real-life examples of stress-induced weight loss. The group explored the importance of self-love and positive affirmations and drew inspiration from Dr. Ben Carson's ability to handle high-pressure situations.

Understanding Student Stress

• Physical symptoms like headaches, stomach aches, and sleep disturbances often indicate stress in children.

• A study by Apollo Hospitals revealed that 1 in 5 children report unexplained abdominal pain linked to stress.

• Significant sources of pressure include parental expectations, academic performance, and extracurricular commitments.

Strategies for Supporting Students

• Encourage journaling for emotional expression and self-reflection.

• Promote positive self-talk to build emotional resilience.

• Create a safe, open environment for discussing stress and feelings.

• Guide students in identifying their passions and interests to build confidence.

Teacher Well-being

• Acknowledged the high-pressure demands of the teaching profession.

• Discussed the need for educators to maintain personal well-being through work-life balance and stress management.

• Emphasized the direct correlation between teacher well-being and student well-being.

Next Steps

• Monthly PLP Sessions: These will be scheduled at 5:30 PM for ongoing professional development and dialogue.

• Teacher Reflections: Educators are requested to write and email their reflections on the chapter to Manisha.

• English Enrichment: Teachers are encouraged to join additional English sessions on Thursdays, Fridays, and Saturdays.

• Happy Teacher Blog: Educators can explore and contribute to the blog with their experiences and insights.

• National Reading Time: Implement designated reading time to promote a balanced student routine.

This session reinforced the importance of a holistic approach to education, where the well-being of both teachers and students is prioritized to foster a healthier and more effective learning environment.

I request everyone to share their learning outcomes by posting a reflection below the post or emailing it to mk@learningforward.org.in. Your thoughts and insights will be valuable to the community! I look forward to applying these strategies and growing through such learning opportunities.

My Good School · Special Projects PLP Session in Hindi

Honesty and Respect - Jaspreet Kaur

1. What are the most common instances of dishonest behaviour shown by students in class? (Pick 3 such instances and try to analyse the reasons behind such behaviour)

One day I gave a class test on English in Grade IV.

I observed one student looking here and there while taking the test. I had doubts, I checked his desk, and to my surprise, he had opened a fair notebook inside the desk. I counselled that child about honesty. The reason can be performance anxiety and fear of failure. As educators, we should counsel the parents not to compare their kids with other students. The best way is to compare the child with his/her own previous performance.

Second, I was teaching in Grade V, and one of my students came to me and was very sad. I asked her why she blamed her co-partner for taking her pencil without permission. I asked her co-partner about this. She denied it, and both students started arguing. I told them to honestly let us know about pencils, but all in vain. I had no option; I divided the pencil into two pieces and gave them to both students. The reason can be peer pressure; students want everything their classmates have.

Finally, after the Pandemic, when offline exams were taken, few students allowed other students to see their answer sheets. That is also dishonesty, and the reason could be performance anxiety.

2. How far is it true that you must show respect to earn respect in a classroom? Give an instance where you saw this play out?

It is observed that when one student respects another student, that particular student definitely helps that person when he/ she is in need. As educators, when we respect the student’s needs, feelings and emotions, they automatically connect to us. When we earn respect, then students share their every problem with us. 

Jaspreet Kaur
Kamla Nehru Public School, JOL Cohort 2022

Happiness and Tolerance - Medley DGS

Robert Collier said, “Success is the sum of small efforts, repeated day in and day out.”

If success brings happiness, the persistency that leads to this happiness comes only with tolerance. Without being tolerant, happiness is a misunderstood act and if one is not happy about being tolerant then it is anything but tolerance.

For class 7th girls happiness was about making fun of the poor accent of Rohini, they would not include her in their games or their study groups. Until their class teacher, Kirti decided to teach them the lesson they will remember for a lifetime. Kirti started taking extra classes with Rohini and started preparing her for the assembly conduction in English. With this motivation from the teacher, Rohini also got her confidence back and started putting more efforts.

She learnt quickly and the day she conducted assembly the whole school was surprised, the Headmistress too praised Rohini and everyone applauded for her performance and attitude. That day, when she entered the class she was not only welcomed but also respected. Children often confuse happiness with having fun even if it is at the cost of someone’s emotion so it is important to make them understand that happiness without tolerance is not only incomplete but also fake and short-lived.

Mamta has been teaching primary and pre-primary classes in a boarding school, her role in the school and her student’s life has been beyond teaching which was inspiring yet challenging. In her third year of teaching she had a new admission in her class 1, a sweet little girl from a small town near Kolkata, who could not speak or understand anything except Bangla. The girl had left her parents for the first time; she was emotionally disturbed as why she had been sent far from her parents and withdrawn herself from everyone. Mamta was her teacher but before getting into teaching, she had to break that emotional barrier and with language gap, it seemed to be an impossible task. She learnt a bit of Bangla, got a few sentences translated into the language so she could communicate with the child. With her affection, persistent efforts and tolerance for the child, she broke that barrier. Today that girl is an all-rounder; she is not only good in studies but has won lots of prizes in Music and Art as well. Because of Mamta and other teachers of the school, she understood why she was sent here and now her younger brother is also a part of the school, who again speaks only BanglaJ.

While talking about Tolerance and Happiness, it is worth mentioning the remark of a co-teacher who said, “If Happiness is the centre of a circle then Tolerance is the circumference”. And, I feel that at school we are tied with a stretchable string. We keep bouncing back to the centre and take the further leap to make the circle bigger every time.   

  

Proud to be Educators From Medley DGS - Anubhuti Sharma, Chandralekha Negi, Kirti Bisht, Mamta Kandpal, Neelam Waldia and Sugandha Ahluwalia

Freedom and Peace - Kusum Sharma

Freedom is the ability to act without constraint. It can protect humans against social

problems. Freedom and Peace are both the values that are very important for us. If we feel freedom for our growth then only we will feel true happiness and can learn and create new things. I have observed these things in my classroom also. In one of my classes, I taught a lesson to the children and gave them assignments to do at home. That class was filled with lots of brilliant children.

It was a strange thing for me that children never completed their home assignments on time. I called a few students from that class and asked them the reason for the poor performance in their homework. After a few minutes of conversation with them, I got to know that some children from that class belonged to agricultural backgrounds so after going home they used to help their parents, so they were not able to complete their assignments.

They gave a few suggestions and asked permission to complete their work within the school, which I agreed. Then I was happy to see that they completed their task within the classroom whenever they got free time and even with great interest. After that children were very happy and used to finish their work before time. Now I observed that freedom actually provides growth and peace of mind.

Kusum Sharma

The Fabindia School

ksa@fabindiaschools.in

Responsibility and Cooperation - Sharmila Vijayvargi

Responsibility means having a duty to deal with something or exercise power, control over something or even being accountable for something. Cooperation, on the other hand, means working together towards achieving the same result or end. In life, one in order to fulfil its responsibility needs to have cooperation from everyone. To this, one of the simplest examples is of junior kids. 

They are always motivated to take up responsible positions such as being a class monitor, blackboard in-charge etc., and in order to get themselves selected for the posts, they seek cooperation from their peers in the classroom when the teacher asks the class in general, as to who the class wants to be the monitor etc. This example shows the interest of students to take up a post of responsibility with the help of cooperation. 

Once they are being made the monitor, the opportunity of being rewarded makes them perform their duty in a better, responsible manner. Likewise, in various sports, the captain, being the responsible person for the entire team's performance and win, can do so by seeking cooperation from teammates. Sour relations between teammates affects their performance. 

Similarly, as teachers, we owe a great responsibility towards our students, school and environment and in order to fulfil the same, we need to work in coordination and with the cooperation of all the stakeholders to achieve the larger objective of holistic growth and development. This will not only benefit the students but the optimum fulfilment of our duties with collaborative team efforts will also boost our self-confidence and motivate us to work to achieve our goals. 

Sharmila Vijayvargi

The Fabindia School

svi4fab@gmail.com

Humility & Appreciation - Engaging Minds BHIS

Keep up

The Good Work…

Akash very happily packed his bag and left for school. On his way, his mother asked him the reason for the wide grin on his face. He told readily that he shall get a smiley today because he helped his friend with some difficulties while completing his homework.

His mother quizzically questioned what that meant.

Akash said that his class teacher Ms Jeena would award them with a small paper smiley whenever they do something worth appreciation. She told them that towards the end of the year, the child with the maximum number of smiley’s will win.

I'd get a hand-made certificate from her. 

With that thrill in his mind, he reached school and waited for his teacher. As soon as she entered all the children wished her in their sing-a- song way "Gooooood morninggggg teaaaacher!!!"

After she noted down the attendance she fished out a pouch from her purse and children looked at it as if she had some magical wand in her hand. Then she called out three names and asked those students to stand in front of the class.

One of them was Akash. All others applauded for them as if they were some celebrities. Ms Jeena announced that Ms Divya gets a smiley because she volunteered to mop the class, the day before, during lunch break, setting an example of 'Humility'. Master Akash gets it because he spent some time after school helping his friend with homework and Ms Riya gets it because she completed her work before time and that it was absolutely neat and presentable. By the end of the year, every student managed to collect some number of smileys.

It was the day of grade 10 results and all students gathered at school to collect their mark-sheets. Akash tried to locate Ms Jeena. When he found her, he very proudly said that "Look, ma'am, I have 25 smiley’s that you gave me in grades 8,9 &10. I have kept them as a token of appreciation from you for every small act of goodness of mine. I shall follow your method in my life". On that note, Ms Jeena fished out one more smiley from her pouch and handed it over to Akash as appreciation for his performance in his grade 10 examinations!

Akash now with his mark-sheet and 26 smiley’s returned home happily!!

‘The roots of goodness lie in the soil of appreciation’.

‘Humility is never deceitful’

Engaging Minds @ Billabong High International School Thane 

- Ginny Franklin, Yojana Suryarao, Ishita Thakkar, Kiran Pandey, Nilka Gandhi, Geeta Mali, Meenaz Khan.

Writing Skill:Usman Gani

Students who learn to write a complete sentence at a young age are more likely to apply that knowledge and develop that skill into writing complete paragraphs as they age. Mastering writing at an early age is associated with higher outcomes on standardized testing and overall performance in school. Good writers are good readers. Writing gives voice to our inner thoughts and allows us to share them. As a form of communication, writing can transcend time and is a way to pass stories from generation to generation. 

It has been said that the best way to improve anyone’s reading is to have them write. Writing focuses students on phonics, comprehension, mechanics, developing their voice or perspective, and communicating this perspective to others. Gone are the days of diagramming sentences.  

Balanced Literacy focuses on developing the many skills that good readers and writers possess, in an authentic method of communication. Writing makes for better readers and improves comprehension and critical thinking.  

Usman Gani #HappyTeachers

The Fabindia School, Bali

ugi4fab@gmail.com

You may know about sports coaching

You may know about sports coaching
But did you know that Educators can have coaches too?

Is this new to you? Would you like to find out what coaching has to offer you? The not-for-profit  LFIN Foundation connects educators with professional coaches, for free. Educators receive coaching support at no cost. In our work to bring coaching to educators, LFIN coaches waive their fees for the introductory session.

Just like a sports coach, your LFIN coach is able to see your ‘performance’ from outside the box. They see what you can’t see. Your coach works in collaboration with you to shift what needs to be shifted, changed or let go of so you can perform to the best of your ability.

Leonie Hurrel shares why coaching has been important to her.
"My own experience of coaching played a significant role in my career as a Headteacher. As a leader, it enabled me to work more effectively, manage change, balance the demands of an intensive job with a young family and feel far more confident and happy in myself."

In India, you can connect with members of Learning Forward India, an association that shows you how to plan, implement, and measure high-quality professional learning so you and your team can achieve success with your system, your school, and your students. Simply connect with us by email LF@ebd.in

We grow the capacity of your people to improve student achievement and transform your school into a culture of trust and collaboration in less time with fewer resources.

Sandeep Dutt founder Learning Forward India Foundation
As School Improvement Coach, he focuses on school transformation with an emphasis on culture as a service. With over 30 years of experience as a trainer and mentor, Sandeep has been involved with schools across the country and worked with teachers and students all over the world. Read more https://hundred.org/en/profiles/sandeep-dutt

Learning Forward India (LFIN) is an affiliate of Learning Forward, membership is open to any person interested in professional growth and organisational development.

- The post is inspired by the writing of Martin Richards, and he works for Inspiring and encouraging educators to believe even more.

www.LearningForward.Org.IN

5 little known factors that could affect your school's performance

As a busy educator, you have hundreds of things to complete in a short amount of time and you also need to ensure that your students are performing well.Though there are several factors that pose a high impact on the academic performance of your school, the most critical are below:

Learning Facilities
School facilities can have a profound impact on both teacher and student outcomes.  Advanced learning technologies like mobile lessons, e-books, smart class boards, virtual and game-based learning are becoming more and more popular.

Although, these technologies could not be followed by a majority of schools due to limited financial support, a basic digital learning environment that keeps students engaged and make your classroom interactive would be adequate.

Attendance 
A good attendance system supports quality learning and creates conditions for staff and students to work together effectively which will reflect in all round result of the school performance.There is a strong correlation between attendance and attainment. Missing out on lessons will leave children vulnerable to falling behind in class.

Individual and overall absences are to be monitored on a regular basis with the help of a suitable attendance management system. Pulling the attendance details weekly and analyzing the class-wise attendance will help in identifying the main reasons for absences and discuss any further action.

Parent teacher communication
Parent engagement has long been believed as one of the important factors of a student’s success. Being updated daily on their child’s homework assignments and upcoming tests is probably the best feature that parents can use to keep track of their children’s’ attainment. It is always convenient to have a mobile app that parents can use at any time to facilitate the communication.

A growing number of schools are turning to mobile applications to communicate and collaborate with parents who want to know what's happening in class and how their students are performing.

Individual performance
Tracking Individual student progress is an integral and essential part of learning cycle.Firstly, you need to set goal/target for each student. Then communicate this and systematically update the status. Use this data to chart the progress of individual and entire class progress on the learning goal. Here is an interesting article that shows how exactly can you track individual performances.

School management system
An effective school management software can help you in multiple ways. It can connect your teachers and staffs located at multiple campuses and help plan your lessons easily. Moreover, attendance and performance tracking will assist you in analyzing student improvement areas and discuss action plans to address those needs. Equipped with a mobile app, it can also help improve parental engagement which could contribute to better results.

~ Aparna V Nair, Creative Content Writer, Akira Software Solutions (P) Ltd.

www.smartschoolerp.com