Showing posts with label years. Show all posts
Showing posts with label years. Show all posts

Saturday, February 7, 2026

Why We Return to Teachers

 

Masterclass with Sandeep Dutt

To introduce the book The Courage to be Happy by Ishiro Kishimi and Fumitake Koga, and its core themes.

Key Takeaways

  • New Book Study: The group is starting The Courage to be Happy, the sequel to The Courage to be Disliked, to explore Alfred Adler’s psychology of happiness.

  • Book’s Premise: The book opens with a teacher (Harshita) who, after three years, is disillusioned with Adler’s ideas, finding them impractical in the real world.

  • Core Conflict: The teacher’s main struggle is with Adler’s “no praise, no rebuke” principle, which she feels led to an unruly class and forced her to revert to traditional discipline.

  • Central Theme: The philosopher’s response is that the teacher’s problem stems from a misunderstanding of Adler’s concept of “love,” which is presented as the ultimate test of courage.

Topics

Book Introduction: The Courage to be Happy

  • Context: The sequel to The Courage to be Disliked, this book continues the dialogue between a Philosopher (Sandeep Dutt) and a Youth (Harshita Dalawat).

  • Goal: To find “true contentment” by exploring Adler’s psychology, which the book’s authors claim was 100 years ahead of its time.

  • Key Adlerian Concepts from Book 1:

    • All problems are interpersonal.

    • Freedom is being disliked.

    • Happiness is a choice in the “here and now.”

The Teacher’s Dilemma

  • The Youth (Harshita): Now a teacher, she is disillusioned with Adler’s ideas after three years of trying to apply them in a classroom.

  • Core Problem: The “no praise, no rebuke” principle, which she followed faithfully, resulted in an “unruly class.”

  • Result: She felt forced to abandon Adler’s methods and revert to traditional discipline (rebuke, punishment), viewing Adler’s philosophy as “quackery” and “empty idealism.”

The Philosopher’s Response

  • Adler’s Ideas as a Prescription: The philosopher compares Adler’s ideas to “eyeglass lenses”—a tool that can broaden vision for some but may not be a universal fit.

  • The “Stairway of Understanding”: The philosopher argues that the teacher has not yet found the correct path to understanding Adler.

  • The “Biggest Choice in Life”: The philosopher identifies the teacher’s core issue as a failure to make this choice, which is defined as “love.”

    • Adler’s “Love”: Not a simple emotion, but “the harshest and most courage-testing task of all.”

    • Happiness as a Journey: It requires continuous effort, not a magical, one-time event.

Discussion: Why We Return to Teachers

  • Initial Responses: Participants cited reasons like clearing doubts, seeking advice, or sharing success.

  • Philosopher’s Correction: These are secondary reasons. The primary, unspoken motivation is “love.”

    • Rationale: Love is the pure, powerful bond that attracts students to a true teacher, distinguishing it from a transactional relationship with a tutor.

    • Connection to Adler: This bond of love is the fundamental principle of Adler’s philosophy.

Next Steps

  • All Participants:

    • Read The Courage to be Happy for the next session.

    • Reflect on the concept of “love” in the teacher-student relationship.

  • Diana L Kahmei:

    • Recruit a teacher to join the Masterclass.

  • Minakshi Prasad:

    • Confirm Sunday meeting details with Vikram.

Saturday, November 15, 2025

Learning Forward Saturday


The meeting focused on classroom management and lesson planning, with teachers discussing the importance of incorporating relaxation exercises and establishing stable camera positions for effective communication. The group explored storytelling as an educational tool, with discussions about incorporating various activities to enhance language learning and teaching methods for both Hindi and English. Teachers shared experiences and ideas for creating engaging lesson plans, emphasising the importance of planning, collaboration, and incorporating different activities to support students' language development and overall learning experience.

Next steps

  • Sunita: Send photos of textbooks to Neelashi after today's session and before the next session
  • Sunita: Complete the story by writing on the back of the drawing in pencil, add a title page, and create a storybook
  • All teachers: Complete LSRW lesson plan activities based on their stories by 3:30 and post photos to the WhatsApp group
  • Sunita: Make corrections to the lesson plan and post an updated photo to the WhatsApp group after incorporating feedback
  • Lalita: Contact Neelashi after class to discuss something personal
  • All teachers: Bring 1-2 books from the school library for next week's session to use in lesson planning
  • All teachers: Post their completed LSRW lesson plans to the WhatsApp group if not already done

Summary

Classroom Management and Mindfulness Training

Neelashi led a meeting with teachers to discuss classroom management and lesson planning. She instructed the teachers to set up their cameras in a stable position, similar to Sunita's setup, to facilitate communication during the session. Neelashi emphasised the importance of relaxation and mindfulness exercises, including deep breathing and focusing on positive thoughts. She encouraged the teachers to share their experiences and contribute to the group's collective goal of supporting each other and making a positive impact on children's lives.

Storytelling in Education Initiatives

The meeting focused on storytelling and its importance in education, with Diana from PYDS introducing the organisation's mission to provide quality education, nutrition, and support to underprivileged children, particularly girls. Sunita emphasised the significance of collaborative work among teachers and introduced a storytelling session, encouraging participants to create lesson plans and storybooks that incorporate listening, speaking, reading, and writing skills. Gulabee highlighted the importance of personal feelings and expressions in children's learning. At the same time, Neelashi emphasised the importance of modelling language skills and incorporating moral lessons into storytelling to enhance children's intelligence and confidence in their abilities.

LSRW Lesson Plan Development

Neelashi guided the group on creating lesson plans for Listening, Speaking, Reading, and Writing (LSRW) activities. She instructed everyone to develop their own stories and use them to plan activities related to each LSRW component. Gulabee and Sakshi confirmed their understanding, while Rahima was asked to create activities based on her story. Neelashi emphasised the importance of planning and set a deadline of 3:30 for submitting the plans, along with photos of the completed work.

Story Writing Activity for Teachers

Neelashi discussed a story-writing activity with teachers, explaining that they should write a story and then have students listen to it. She instructed the teachers to unmute themselves for the discussion and to avoid confusion. Sakshi asked a question about how to proceed with the activity, and Neelashi clarified that they should use the story as a basis for discussion with students in their age group.

Educational Exercises and Hindi Teachers

The meeting focused on planning educational exercises and activities for students, with discussions about incorporating Hindi teachers into the project. Neelashi emphasised the importance of including various activities and suggested that teachers could share their ideas through WhatsApp groups. She also requested participants to turn on their cameras during the session and post updates in the group. Neelashi mentioned that she would select one teacher to summarise the activities related to listening, speaking, reading and writing, and she asked for feedback from participants, such as Lalita, Rahima, and others.

Enhancing Language Learning Through Activities

Neelashi and Sunita discussed the importance of incorporating various activities into the LSRW (Listening, Speaking, Reading, and Writing) framework to enhance language learning. They emphasised the need for students to understand the context of what they read and to practice speaking by connecting with nature. Sunita suggested using many scripts and listening exercises to help students better comprehend and articulate their thoughts. Neelashi agreed on the importance of speaking and reading skills, emphasising the need for students to grasp the whole meaning of what they read and relate it to their personal experiences.

Enhancing Engaging Lesson Plans

Neelashi and Sunita discussed lesson planning and teaching strategies, focusing on making lessons more engaging and interactive. They explored ideas such as incorporating interesting writing tasks and utilising visual aids to maintain student interest. Neelashi suggested making minor changes to Sunita's lesson plan and emphasised the importance of planning. Sakshi joined the conversation later, sharing her experience of adapting a lesson plan for a school and discussing the challenges faced by teachers.

Enhancing Student Engagement Strategies

The teachers discussed various teaching methods, focusing on activities like drawing, reading, and writing to engage students. Gulabee shared a story about an elderly woman and her relatives to illustrate how children can identify with characters in stories. They discussed how to incorporate speaking and writing exercises into the classroom, encouraging students to express their feelings and develop their language skills. Neelashi emphasised the importance of allowing students to work at their own pace and not focusing too much on perfectionism.

Enhancing Language Teaching for Children

The meeting focused on language teaching methods, particularly for teaching Hindi and English to children. Priyanka shared her experience learning the Ramayana and Mahabharata to children, emphasising the importance of connecting characters to natural elements and helping children understand and use vocabulary in everyday language. Neelashi emphasised the importance of teachers developing language skills beyond grammar, encompassing listening, speaking, reading and writing. The group also discussed the importance of libraries in schools and the need for teachers to share lesson plans and ideas with one another.

AI can make mistakes. Review for accuracy.

Sunday, July 24, 2022

Wanted a Primary School Principal!

FOLLOW YOUR HEART
Lady with the lamp, where art thou?

Primary years are your first 💕.

You love a breath of fresh 💨.
Want to settle at Dehradun?
We have a job to involve you for 10+ years, and the school will grow with you from Primary to K12.

Prior experience is welcome; if you want this to be your first shot as a principal, give it a try!


Image courtesy: Primary School Clipart, Png Download - Reading Cartoon, Free clipartkey.com
With passionate educators, EBD is setting up a school at Dehradun. Amidst a legacy campus that opened its doors in 1947 to give newfound freedom to young people. 

This is the new India; we decided to re-invent the wheel, building on a solid foundation with a sense of service to the community and a commitment to values.

Verdant greens, sounds of silence, birds chirping, water body, tree house, blue skies,  amphitheatre, pick-up from home...and even an area for parents to lounge in!

My Good School welcomes you with an open heart! No CV is needed; email LF@ebd.in and tell us why you are best suited.

OFFER CLOSES 31st July 2022

#mygoodschool #education #job #experience #love #jobalert #school #email #email #art #sing #dance #explore #walk #woods #magic

https://www.linkedin.com/posts/sandeepdutt_mygoodschool-education-job-activity-6956834170148913152-3bDp?utm_source=linkedin_share&utm_medium=member_desktop_web

Friday, June 8, 2018

Shireen Ahmed: It was like questioning myself whether I am going in the right direction?

I have gone through the book "Is Your Child Ready To Face The World? It was like questioning myself whether I am going in the right direction?

The early elementary years are exciting and industrious to instil the values in our children. They are observing and picking up values, skills, and knowledge and learning lessons in sportsmanship, teamwork, creativity, practice and commitment. Here the parents continue to be the major influence in their child's' life, and your involvement with them is essential during these years. Your challenge is to keep being a positive role model, setting a limit, discussing your expectations, and listening to them.

The best part of the book is Prof. Anupam Sibal has guided us that how we can instil humility, compassion, determination, gratitude... through the stories of the legends in a very interesting way. I agree with the fact, it really doesn't matter whether you are the CEO or prime minister, for your child you are his or her world. They look at you, they need all love, praise and attention from you.

Shireen Ahmed
Caring Icons
The Iconic School, Bhopal

Friday, April 13, 2012

50 years of the Award in India



We only print limited copies, you need to subscribe please.
Go to the Award Store and book your special issue and more right now!

http://www.iayp.in/awardshop.htm

Tuesday, February 22, 2011

Draft Volunteer Conduct Agreement

NAA means National Award Authority, and the NAA India office is in New Delhi, contact Nivedita for further information. Call us now +91 11 26497154/ 26493400


The draft Volunteer Conduct Agreement reads as follow:-


Throughout the world the Award is reliant on the hard work, commitment and dedication of volunteers.  It is volunteers who, for the most part, deliver the Programme to young people and act as instructors and supervisors for the different activities.  Without volunteers the Award could not operate. When working with volunteers, NAAs should undertake the following steps:

·         A description of the role must be written and agreed with the volunteer.
·         Relevant references must be taken up and the equivalent of a Criminal Records Bureau check must be carried out, where possible. 
·         All volunteers must undergo an induction into the organisation. 
·         The necessary volunteer conduct agreement should be signed.
·         Training should be provided where necessary to enable the volunteer to carry out their role.
·         A highly supportive level of supervision and management must be carried out with regular meetings to review progress.
·         A proper ‘thank you’ needs to be made at the end of the project and the appropriate handover undertaken.

It is important that no document sets out ‘rights’ or ‘obligations’ nor gives the volunteer employment rights. It is also important to include expectations of the volunteer and of the organisation in the role profile.

Recognition of Achievements
NAAs should present adults involved in the Award, certificates in recognition of outstanding service to the Award. The certificate should be signed by the chairman or president of the NAA, or their nominated representative.

The success of the Award has depended largely on the extent to which people have helped with its organisation, development, promotion, operation, and assessment. Meritorious service of this nature can be acknowledged by the award of a certificate recording such recognition. Emphasis should be on outstanding service over a significant period of time; the presentation of a certificate should never be regarded as automatic.

Minimum Service
The minimum time involvement should normally be at least 3, 5 or 10 continuous years, though there may be exceptional cases when a shorter period of service would be worthy of recognition, or where breaks in service could be taken into account.

Criteria
The judgement of outstanding service must inevitably be subjective, but considerable involvement of an individual's own free time to the undoubted benefit of a number of young people, is the basic criterion. Evidence is also required of positive advancement of the Award’s aims and philosophy. The person should have demonstrated superior efforts and initiatives during his or her period of involvement with the Award and is expected to have shown exceptional ability, reliability and results in one or more fields related to its operation.


Future Commitment
The presentation of a certificate of recognition is not merely a reward for meritorious past service, though that is a necessary condition, but a point at which exceptional talent, initiative and diligence have been recognised at the highest level, and beyond which nominees are expected to commit themselves to further efforts on behalf of the Programme and its participants.

Procedure
Nominations should be made to national Award offices. The presentation of the certificates is at the discretion of the national Award committee or board.

Eligibility
There will be many categories of persons eligible for nomination, including Award advisers, long-standing chairpersons and members of Award committees and panels, members of expedition panels, unit co-ordinators, leaders and organisers, and instructors and assessors of Award activities.

Presentation
Wherever possible, an appropriate occasion (for example, a local Award presentation) should be chosen for the recipient to be presented with the Certificate of Recognition.


---
Role Profile Format

Role title:

Reports to:

Method of reporting: (eg to whom; how often and how)



Location:


Objectives of role: (including but not restricted to geographic area, specific projects and outcomes)



Specific responsibilities and actions required:



Timeframe:

The NAA will provide: (eg equipment, invitations to meetings, funding, expenses, secretarial support etc)






Checklist:

Action
Date and by whom
Role agreed

References taken up

Criminal Records Check carried out (where possible)

Induction undertaken

Volunteer conduct agreement signed

Training undertaken

Supervision and management process agreed

Thanks given

Handover completed



---

In consultation with [Representative’s Name] of [NAA Name] in [country], I accept these terms and undertake that I will:

1.       Exercise due care and diligence in carrying out my role and responsibilities
2.       Comply at all times with the requirements of the [NAA Name] and with all applicable laws relevant to fulfilling my obligations to the [NAA Name]
3.       Consult to undergo a police and/or reference and/or background checks when requested by [NAA Name]
4.       Undertake training and meet accreditation requirements, as appropriate
5.       Respect the privacy of persons served by the [NAA Name] and hold in confidence private and personal information collected by the [NAA Name]
6.       Immediately advise the [NAA Name] of any matter of which I am involved that has or could lead to a criminal conviction
7.       Advise the [NAA Name] of any officer or employee of the [NAA Name], or any assessor, instructor or volunteer involved in the management and/or delivery of the [NAA Name] who I believe has acted in a way which may be detrimental to the good name of the [NAA Name]
8.       In carrying out my role and responsibilities for the [NAA Name] I agree to:
·         Represent the Award with professionalism and be responsible for conducting myself with courtesy and appropriate behaviour
·         Conduct myself in a respectful manner, exhibit good conduct and be a positive role model
·         Display respect and courtesy for participants, other volunteers, staff, contractors and property
·         Provide a safe environment by not harming youths or adults in any way whether through discrimination, sexual harassment, physical force, verbal or mental abuse, neglect or other harmful actions
·         Work cooperatively as a team member with the employees of the Award and other volunteers
·         To follow through and complete accepted tasks
·         To copy and distribute materials only for the purposes of the Award and will not use them without the prior written consent of the [NAA Name]
·         Not use those materials in any way which would bring [NAA Name] into disrepute
·         That once my appointment with the Award ends,  I will immediately stop all use of the materials
·         That any improvements or developments or new versions of the materials, including new materials I create based on or incorporating them, belong to [NAA Name] and I assign all rights, including intellectual property rights to [NAA Name]

The NAA agrees to:

1.       Explain the rights and responsibilities of volunteers
2.       Provide support,  supervision and training to enable volunteers to undertake their roles
3.       Respect my privacy  and hold in confidence private and personal information collected by the [NAA Name]
4.       Treat volunteers with respect in line with equal opportunity requirements

---

The [NAA Name] has provided me with a description of my role and responsibilities, and the requirements and fundamental principles of the Award which I have read and understand. I will comply with all these requirements.

I am aware of my obligations as outlined in this document and that my appointment as an [instructor/assessor/volunteer] in relation to the Award may be terminated as a result of any breach by me of the undertakings in this document.


I agree to the above terms.


Volunteer name: _______________________________________________________

Address: ______________________________________________________________

______________________________________________________________________

______________________________________________________________________



Volunteer signature: _____________________________________________________

Date: _________________________________________________________________



Representative of NAA signature: __________________________________________

Date: _________________________________________________________________


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