Group Members: Shweta, Sneha, Varsha and Vandana
Thursday, July 16, 2026
The Learning League
Group Members: Shweta, Sneha, Varsha and Vandana
Founder of Good Schools Alliance, author, educator, and adventurer empowering children to discover the magic of literature.
Sunday, June 7, 2026
Sneha on how alienation can affect young people
Founder of Good Schools Alliance, author, educator, and adventurer empowering children to discover the magic of literature.
Thursday, June 4, 2026
What it Takes to Have “Happy Teachers.”
As we are talking of Emerging Literacies, I took a shot to have Gemini AI mode take a deep dive into our Blog:
Here is a comprehensive synopsis of the Blog [The Teachers Academy] (https://www.happyteacher.in/) based on the provided records. [1]
## Blog Synopsis & Core Mission
The Teachers Academy is an educational blog curated by Sandeep Dutt, founder of the Good Schools Alliance. The platform champions a “culture of learning” by focusing on professional training, teacher-led growth, and holistic student development.
Its core framework is built around the “Three Rs”—Reading, Reflection, and Relationships—to cultivate “Happy Teachers” who can confidently guide the next generation. [1, 2, 3]
------------------------------
## Key Blog Highlights
• Professional Learning Programs: Offers structured teacher training focusing on staff leadership development, literacy projects, and the “Joy of Learning” initiative.
• The “6 Cs” Framework: Trains educators to implement Critical Thinking, Creativity, Collaboration, Communication, Character, and Citizenship into daily lesson plans. [2]
• Immersive Retreats: Features educator reflections from interactive workshops, like the Learning Forward Retreat in Dehradun, which prioritise creative group thinking and safe, failure-positive classroom spaces. [4]
• The 4S Framework: Promotes student empowerment through a balance of Service, Skill, Sport, and Study. [3]
------------------------------
## Popular Posts
• “Reflections: Good Schools Alliance Learning Forward Retreat”: A first-hand testimonial by an educator highlighting how creative flipcharts and collaborative reading deepen a teacher’s purpose.
• “[The Courage To Be Happy?]: summarising masterclass summarising psychological strategies to act authentically and establish mutual trust in education. [5]
• “Breaking The Education Caste-System; Barriers To Contentment”: A thought-provoking exploration into dismantling rigid structures like logic vs. art and left vs. right brain thinking.
• “Better Health and Fitness at School”: A post showcasing comprehensive, school-wide fitness programs designed to maintain physical and mental well-being.
------------------------------
## What it Takes to Have “Happy Teachers.”
According to the Blog’s ethos and masterclass resources, nurturing happy teachers requires shifting away from strict, high-pressure environments toward holistic support systems: [3]
• System Over External Management: Giving educators autonomy and self-acceptance, encouraging them to look within for strength rather than relying strictly on top-down regulations.
• Horizontal Relationships: Establishing equal peer-to-peer relationships across school faculties to replace heavy vertical hierarchies, fostering an atmosphere of shared trust.
• Practical & Multidisciplinary Literacy: Empowering teachers with skills extending beyond textbooks, such as financial literacy, food literacy, and emerging tech tools like AI.
• A Culture of Safe Failure: Permitting both teachers and students to make mistakes safely, which naturally removes the fear of being “wrong” and builds professional self-esteem. [4, 5, 6, 7, 8, 9]
------------------------------
Are you an educator interested in enrolling in one of Sandeep Dutt’s upcoming Masterclasses or training retreats?
References:
[1] https://www.happyteacher.in
[2] [https://www.happyteacher.in](https://www.happyteacher.in/2026/01/)
[3] https://www.sandeepdutt.com
[4] [https://www.happyteacher.in](https://www.happyteacher.in/2025/12/)
[5] [https://www.happyteacher.in](https://www.happyteacher.in/2025/)
[6] [https://www.happyteacher.in](https://www.happyteacher.in/2025/03/)
[7] [https://www.happyteacher.in](https://www.happyteacher.in/2016/02/)
[8] [https://www.happyteacher.in](https://www.happyteacher.in/2024/11/)
[9] [https://www.facebook.com](https://www.facebook.com/sandeepdutt/photos/centred-around-the-idea-of-happy-teachers-the-project-emphasises-empowering-educ/10237063687485779/)
- Sandeep Dutt, who started the Learning Forward India Foundation, is not just a mountaineer, author, and bookseller; he is a real inspiration for young people and teachers! Dutt encourages them to dive into the world of books and build a culture of trust and learning. #JoyOfLearning
Founder of Good Schools Alliance, author, educator, and adventurer empowering children to discover the magic of literature.
Saturday, May 16, 2026
Right vs Wrong, how do we handle teenage challenges - Part 1
To read and discuss a chapter from “Wanted Back-bencher, Last-ranker Teacher,” chapter 6, Right vs Wrong.
Key Takeaways
Proactive Intervention: Roma’s calm, immediate rescue of four intoxicated students from a dangerous club prevented harm, demonstrating decisive teacher responsibility.
Empathetic Guidance: Roma guided the students’ safe exit with clear, empowering instructions (“Hold your head high”) rather than scolding, building trust and respect.
Collaborative Resolution: The school’s mature response—a private meeting with only Roma and the counsellor—protected the students from intimidation and focused on support.
AI for Professional Growth: Sandeep introduced an AI assistant to generate summaries and allow teachers to ask questions about their own contributions, promoting self-reflection.
Topics
Teacher Reflections & Context
The session began with a reflection from Sunita Tripathi on the “Like vs. Unlike” chapter.
Sunita’s Experience:
Problem: Peer pressure led to mocking, causing emotional distress among students.
Solution: Sunita used calm dialogue to explain the difference between joking and insulting. A class discussion and group activity on positive words transformed the atmosphere.
Lesson: Patience and positive guidance are crucial for helping adolescents learn from mistakes.
Related Book Session: Sandeep promoted the Thursday 5:30 PM session for “Every Last Girl” by Safina Husain, which covers the “Educate Girls” initiative.
Chapter 6: Right vs. Wrong
The Incident:
Roma received a panicked call from student Rupa.
Four girls (Rupa, Simmi, Supriya, Patricia) were at “Club Paradise.”
Simmi was heavily intoxicated (“tipsy”) from beer and a neat vodka shot.
Roma’s Response:
Roma immediately drove to the club with her father, Sunil.
She entered the smoky, crowded club alone to find the girls.
She gave clear, empowering instructions for their exit: “Keep your back straight... Hold your head high.”
When a man grabbed Simmi, Roma, a black belt, punched him to create an escape route.
Aftermath & Resolution:
The girls were driven home; Simmi stayed at Roma’s house.
Simmi’s home situation (separated parents, caregiver only) was revealed as a potential factor.
Roma informed the girls that their parents would be contacted, framing it as support rather than punishment.
School’s Mature Handling: The principal arranged a private meeting with only Roma and the counsellor (Uttera) to avoid intimidating the parents.
AI Assistant for Professional Development
Sandeep introduced an AI assistant to enhance learning and professional growth.
Functionality:
Provides session summaries, key takeaways, and screenshots.
Allows teachers to ask questions about their own contributions, promoting self-reflection.
Purpose: To use AI for genuine learning and skill development, not for academic shortcuts.
Next Steps
All Participants: Write a reflection on Chapter 6, focusing on how the story influenced your thinking and how you might apply its lessons in your classroom.
All Participants: Send reflections to Manisha.
All Participants: Join the Thursday 5:30 PM session for “Every Last Girl” if interested.
All Participants: Use the AI assistant link (in Zoom chat) for summaries and self-reflection.
All Participants: Join the “Saturday 3 PM” WhatsApp group via the link in the Zoom chat.
All Participants: Attend next week’s session to continue reading Chapter 6.
Founder of Good Schools Alliance, author, educator, and adventurer empowering children to discover the magic of literature.
Saturday, January 3, 2026
Education Research and Teacher Professional Development
Learning Forward Saturday
To review education research and motivate teacher professional development.
Key Takeaways
Research-Backed CPD: The session drew on findings from a multi-partner study (Tata Trust, HP Foundation, etc.) to establish that continuous professional development (CPD) is a research-backed necessity, not merely a school mandate.
Classroom Gaps: The study identified key gaps: inactive print materials (73% of classrooms), rigid seating (73%), and limited use of home languages (9%), despite high teacher proficiency (73%).
Feedback & Differentiation: Teachers' current feedback is often superficial (e.g., "Good"), and differentiation is rare (30% of teachers). The research recommends targeted strategies like flexible grouping and scaffolded tasks.
Oral Language Focus: The study found that language teaching relies on rote copying. The group discussed shifting to open-ended questions that require inference and prediction to develop critical thinking.
Topics
Motivation for Professional Development
The session's goal was to shift the perception of Learning Forward Saturday from a mandatory event to a research-driven necessity for improving teaching.
The discussion focused on a study by partners including Tata Trust, HP Foundation, and Quality Education Support Trust to provide an evidence-based foundation for this work.
Classroom Environment & Interaction
Findings:
Print-rich materials are common but often at inaccessible heights.
Seating is rigid (73% in rows/columns), limiting interaction.
Student talk is minimal, with few opportunities for free conversation.
Home languages are rarely used (9% of teachers), hindering comprehension.
Recommendations:
Place print materials at eye-level and use them actively.
Adopt flexible seating to foster collaboration.
Strengthen teacher-child relationships to build student confidence.
Consistently use home languages to improve participation.
Discussion:
Brinda noted the NEP also recommends using mother tongue for clarity.
The group agreed immersive language exposure is more effective than translation.
Brinda shared a personal anecdote of a child learning four languages simultaneously through immersion.
Lesson Planning & Delivery
Findings:
Teachers rarely monitor work during tasks.
Feedback is superficial and lacks guidance for improvement.
Questioning is often whole-class, eliciting choral responses.
Differentiation is rare (used by only 30% of teachers).
Recommendations:
Use regular observation to identify errors and adjust instruction.
Provide specific, actionable feedback with clear steps for improvement.
Use varied checks for understanding (e.g., asking individuals to explain).
Implement targeted strategies like flexible grouping and scaffolded tasks.
Discussion:
Sunita shared a feedback system using "Good," "Very Good," and "Increase Effort" stamps.
Brinda stressed the need for clear instructions to prevent misunderstandings.
Manjula suggested seating struggling students at the front for more attention.
Brinda advised investigating the root cause of learning difficulties and challenging bright students to prevent boredom.
Neelashi suggested having students create puzzles to develop problem-solving skills and foster compassion.
Language Teaching Practices
Findings:
Oral language activities rarely use real-life experiences or open-ended questions.
Decoding instruction is unsystematic.
Independent reading lacks teacher guidance (only 18% of teachers provide it).
Writing tasks are mostly rote copying (blackboard/textbook).
Recommendations:
Connect oral language activities to familiar contexts.
Use open-ended questions to encourage prediction, inference, and deeper thinking.
Discussion:
The group defined open-ended questions as those with no single "right" answer, requiring students to explain their reasoning.
Minakshi gave an example: "Why do we need to study school?" vs. a closed question like "Is this right or wrong?"
Next Steps
Neelashi: Share the research document link with all teachers.
Neelashi: Schedule the next session to continue the discussion.
Minakshi: Share the "Kachua and Khargosh" (Tortoise and Hare) story video with the group.
Founder of Good Schools Alliance, author, educator, and adventurer empowering children to discover the magic of literature.
Sunday, September 21, 2025
Thinking of all the teachers - personal and professional
This week, I am thinking of all the teachers who show up every Friday evening to read together. We were just a handful this week. Some of them joined us from a small village near Dehradun, and some from Delhi. Kamala Mukunda's book opens up a whole array of concepts, challenges your notions and draws you in. When some of these teachers ask and question, I like to think they care, not just about the child but themselves. Questioning is active thinking in comparison to going with the habitual form of thinking.
Lunch outing!
At my lunch with Sandeep Sir this week, I felt inspired after our conversation about teacher agency and teacher identity. I was thinking of how this space of more teachers can be a space for all of us to find refuge in each other. In sharing our questions, we are committing the act of vulnerability in small form. It will take some time for the collegiality to build here, but the effort has started in that direction. Kamala Mukunda's book is a small gift to the community of teachers, offering a deeper understanding of the body and mind in human life. We can be informed in our pedagogies and reenact the curriculum, knowing how the child learns, instead of succumbing to old practices.
We ended the reading session with some reflection writing and drawing. The above picture, hand-drawn by Reena (Principal at Arthur Foot Academy), captures her happiness around her students, seeing them smile and learning alongside them. Manisha, the teacher, wrote, "The smiles and nods of my students give me confidence while teaching. Their positive response motivates me to share knowledge with greater enthusiasm and dedication."
Minakshi Prasad sent this-
All of them are people who have homes, personal lives, fears, joy, desires, dreams, and they choose to teach. Teaching involves presenting the whole person in front of a classroom, who is constantly watched, imitated, and looked up to. More support is needed for the teaching community, and they must find their own voice because it matters. This community of readers and teachers is just a small way of showing our acknowledgment.
Nilashi Mangal
The Teachers Academy
Learning Forward India Foundation
Sunday, September 7, 2025
How important is it to know about brain development and scientific theory as a teacher?
I have experience in Kindergarten, primary grades, middle school, and a bit of high school. To hear the words 'brain plasticity' is one thing, but how does that inform my classroom practice and my attitude towards learning in children? I felt the most important line from that chapter we read so far was- "But information does not consist of all connections being made—it is the selectivity of connections that codes meaningful information." This line stayed with me, and I was thinking of how necessary experience can be for a child growing up. The brain is making connections, pruning, shedding and reworking these synapses. New synapses are formed based on the experiences. The classroom can be such a fertile ground for both the teacher and this child in front. This is a fertile ground, since these synapses may have implications for very young children.
We read many theorists, such as Jean Piaget, Rousseau, and Freud, and asked ourselves, whose theory seems closer to our own assumptions about children and learning?
This kind of reading instils a more profound sense of responsibility in us as teachers. Almost all the visible and invisible factors are most likely contributing to the brain development in the child, both at school and at home. From our small group reading circle, Shalu, our contributor teacher, posted this post-reading session-
A child's response is influenced not only by his abilities but also by how the teacher frames the question or task.
I mean....
* The way a teacher presents a question or activity matters as much as the child's actual ability.
* If the teacher adds an energiser (like a fun activity, quick game, or surprising element), it sparks curiosity.
* That curiosity makes students wonder "What's coming next?"
* As a result, they become more active and engaged, because the task feels enjoyable and motivating.
We all would agree with her. It reminds us that nurturing reading, reflection, and relationships in the classroom, as embodied in the motto at Learning Forward India, is achievable if we are all determined.
- Neelashi Mangal
Brewing Knowledge Friday Host
Friday, May 16, 2025
New Teaching and Learning Approaches
Brewing Knowledge Friday
Exploring innovative teaching and learning approaches through collaborative book reading and reflection, aiming to transform school culture and improve student outcomes.
Key Takeaways
-
The 5-Step Change Creation System is essential for schools to innovate and improve learning outcomes.
-
Teachers need time, freedom, and professional autonomy to research, reflect, and develop modern teaching practices.
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Traditional school models may become obsolete; emphasis must shift to teacher development and student-centred learning.
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Reading, reflection, and relationships are foundational for developing a personalised "school of thought."
Discussion Topics
New Teaching and Learning Approaches
-
Teachers must be given time to explore and implement change creation systems.
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Limit teacher workload (e.g., maximum 24 out of 36 periods) to allow for meaningful professional development.
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Understand learning theory—how learners absorb, process, and retain knowledge.
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Encourage teachers to become professional learners through research, collaboration, and reflection.
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Technology is not a standalone solution; the teacher's role as a learner and facilitator is key.
Change Creation System in Schools
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Identify learning needs and form action teams.
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Develop action plans focused on teacher training and student needs.
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Implement inquiry-based practices to improve teaching and learning.
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Evaluate the impact on teaching practices and student outcomes.
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Share learnings and scale effective practices across the school.
Freedom to Perform
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Education should offer independence and choice in learning styles, subjects, and collaborators.
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Current systems often restrict innovation and performance.
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Genius thrives in environments that support intellectual ability, creativity, and originality.
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Support for passion-driven learning is growing among parents and educators.
Future of Education
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With widespread access to information, conventional schooling may lose relevance.
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Focus must shift to reading, reflection, and building meaningful relationships.
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Teachers must adapt to stay relevant, embracing continuous learning.
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Learning is multifaceted, occurring beyond classrooms through diverse media and platforms.
Next Steps
-
Read the assigned chapter: "New Teaching and Learning Approaches".
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Reflect on the content and share insights with Manisha for discussion.
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Consider purchasing the "My Good School" book for deeper engagement.
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Join the upcoming sessions:
-
Saturday Masterclass
-
Sunday My Good School Session
-
-
Explore the My Good School YouTube channel for past sessions.
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Begin implementing reflective and innovative teaching practices in classrooms.
Sunday, May 4, 2025
Understanding and Cognitive Engagement in Learning
The May 3rd, 2025, inspiring Masterclass explores the essential elements of an impactful professional learning program in schools. This is an incredible chance to boost your teaching skills and transform your classroom experience.
This meeting covered various aspects of My Good School's educational programs, including attendance tracking, diverse learning activities, and the importance of developing expertise in teaching. The discussion emphasized the significance of deep understanding and cognitive engagement in learning, highlighting the challenges faced by novices and the role of prior knowledge in effective learning. The meeting also explored research methodologies and data collection techniques, encouraging participants to apply these concepts in their own teaching and professional development.
We enthusiastically recommend "Productive Failure" by Dr. Manu Kapur as a fantastic resource for our Professional Learning Program. This insightful book encourages educators to reconnect with their passion and purpose in teaching, enhancing engagement and effectiveness in their roles. Don’t miss this fantastic opportunity for personal and professional growth!
#HappyTeachers support #MyGoodSchool
Founder of Good Schools Alliance, author, educator, and adventurer empowering children to discover the magic of literature.
Tuesday, February 11, 2025
My Reflections from the Masterclass 2024 - Roza Khan
School! A new version
What Makes a School?
Have you ever stopped to think—what truly defines a school? Is it the towering buildings, the neatly arranged desks, or the blackboards filled with lessons? While these elements are important, a school is much more than just walls and books. It is a vibrant, dynamic space where young minds flourish, friendships blossom, and futures take shape.
The People: The Heart of a School
At the core of every great school are the people who bring it to life:
Teachers who do more than teach—they
inspire and nurture dreams.
Students whose curiosity and enthusiasm
make the classrooms lively and engaging.
Support staff, including administrators and
security personnel, who ensure everything runs smoothly.
Parents and the community, who play a vital
role in shaping the school's culture and environment.
The Culture and Values
A school is not solely about academics; it embodies the values it instills. It is a place where respect, kindness, and teamwork are nurtured. It is where students explore their interests, whether in science, the arts, sports, or leadership. A strong school culture fosters a sense of safety, belonging, and motivation for every student.
The Learning Experience
A truly great school goes beyond preparing students for exams—it prepares them for life.
It promotes critical thinking, creativity,
and real-world problem-solving.
It provides extracurricular
activities—sports, music, drama—that contribute to a well-rounded education.
With modern technology, learning extends
beyond textbooks. Smartboards, online resources, and interactive projects have
revolutionized education.
Beyond the Classrooms: The School’s
Influence
A school's impact extends far beyond its walls. It shapes future leaders, thinkers, and innovators. It instills responsibility, discipline, and a lifelong passion for learning. Even after students move on, their school remains a part of their identity—an experience they carry with them forever.
Conclusion
So, what truly defines a school? It is not just the buildings or the books, but the people, the values, and the learning experiences that take place within its walls. A school does not just teach subjects—it teaches life. And that is what makes a school truly special.
Love Learning vs Hate Learning
Whenever I step into my classroom, I witness the passion and excitement in my students' eyes for learning. Their enthusiasm isn’t limited to just one subject—it’s a genuine love for gaining knowledge and exploring new ideas.
If you want children to develop a love for learning, it’s essential to create a positive and encouraging environment that nurtures their natural curiosity and excitement. Here are a few effective strategies:
Make Learning Fun – Use games, interactive
activities, and creative approaches to bring lessons to life and make learning
enjoyable.
Follow Their Interests – Tailor learning
experiences to align with children's passions and interests to keep them
engaged.
Provide Positive Feedback – Celebrate their achievements, no matter how small. Encouragement boosts confidence and fosters a love for learning
Foster a Growth Mindset – Emphasize the importance of effort, persistence, and resilience in learning, helping children
Understanding the Dislike for Learning
A dislike for learning often stems from negative experiences, lack of interest, or external pressures. Some common causes include:
Unpleasant Learning Experiences – Past
struggles, criticism, or feeling misunderstood can lead to frustration and
disengagement.
Lack of Relevance – If children fail to see
the real-world value of what they’re learning, they may lose interest.
Overemphasis on Grades – Excessive pressure to perform well can create stress and anxiety, making learning feel like a burden.
Enhancing Engagement in Computer Classes
To make my computer classes more interactive, I integrate engaging activities and tools that cater to children's interests and diverse learning styles.
I use educational software and apps
designed for children, offering interactive lessons, games, and activities that
make learning fun.
I encourage students to apply their skills
through creative projects like digital art, designing simple games, and making
visually appealing PowerPoint presentations.
I introduce coding activities tailored to their age and skill level using platforms like Scratch Jr., allowing them to explore programming in an accessible and enjoyable way.
By incorporating these interactive strategies, I create a dynamic and engaging learning environment that sparks curiosity, nurtures creativity, and fosters a deep passion for technology and learning.
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- Reflections from Emerging Literacies Session - 18t...
- When You Grow Up, You Might Not Have A Job
- Heart Versus Mind - मंजुला सागर
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- My Reflection for the Emerging Literacies Session ...
- A Good School, Twice Defined
- Potato Crisps at the Learning Forward Retreat 19-2...
- Cheeselings at the Learning Forward Retreat 19-21 ...
- Reflection on Good School Alliance Training 19-21 ...
- Taking my Learning Forward - thank you note from K...
- Thinking Beyond Labels: Lessons from the Liberal S...
- What Does It take to Make Happy Teachers?
- The Retreat was a treat!
- संवेदनशील शिक्षक: शिक्षा से पहले समझ - सुनीता त्रि...
- Is Your Child Ready to Face the World?
- The Learning League
- Team Sunbeam reflects on the Learning Forward Retr...
- Reflections from the Learning Forward Retreat at D...
- Reading the World Before Facing It: Is Your Child ...
- Spark-Plugs @School
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- Jammu Literacy Project Workshop and reading ‘Disil...
- “Heart vs Mind” reading ahead teenage behaviour an...
- Disillusionment: Embracing Change Through Lifelong...
- Teaching Beyond Textbooks for the 21st Century- Re...
- मन सही सोच देता है और हृदय सही दिशा - मंजुला सागर
- Introduction to Emerging Literacies and "21 Lesson...
- Heart vs Mind Part 1 - Student discipline and teen...
- Heart Vs Mind - Sunbeam School Mau
- शिक्षा का वास्तविक उद्देश्य - सुनीता त्रिपाठी
- Welcome to Ballia - Literacy Project for Educators...
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