Why do we experiment with our teaching methodologies?

We experiment with teaching methodologies to cater to students' varied learning styles and intelligences. Every student processes and understands information uniquely, so educators must remain flexible. By reflecting on our teaching strategies and adjusting them based on student feedback and performance, we create an environment where learning is more engaging, effective, and enjoyable. This approach fosters a deeper connection with the material, making learning more accessible and meaningful.

To remember, consider the acronym DRIVE:

• D – Diverse Learning Styles: Catering to the variety of ways students learn, whether visual, auditory, kinesthetic, or other styles.
• R – Reflection: Continuously evaluate and adjust teaching methods based on student feedback, assessments, and performance to ensure effectiveness.
• I – Individual Needs: Differentiating instruction to meet the unique learning needs of each student, ensuring no one is left behind.
• V – Variety: Using various teaching strategies—such as project-based learning, collaborative activities, and interactive lessons—to maintain student interest and foster deeper learning.
• E - Engagement: Creating a motivating environment where students are actively involved in learning encourages curiosity and critical thinking.

Gurdeep Kaur

Head of Senior School at Lotus Valley International School, Noida Extension, and Coach at The Teacher’s Academy, by the Learning Forward India Foundation.

The Man Who Saw Tomorrow by Naga Tummala - Chapter 1. Reflections from the first reading session hosted on the 15th of November, 2024. 

Reflection - My Good School Retreat 2024

The first Retreat we attended was a wonderful experience. It illuminated all aspects of learning, exploration, and giving. It was exhilarating to witness a blend of three distinct cultures from Varanasi, Punjab, and Meerut coming together to showcase their unique ideals. The reality of diversity was undoubtedly at its peak during the retreat. The high standards set by our chairman, Mr. Sandeep, along with Mr. Amit, Mr. Jugjiv, Mr. Assad, Mrs. Manisha, Mr. Devgan, Ms. Feroza, and many others who motivated both students and teachers, left a lasting impact. The efforts of these remarkable individuals know no bounds. I am deeply grateful to all these nation builders who, in their own way, are supporting A FA. Thank you for the warm hospitality.

Suman Jhakar
Jhamku Devi School

Masterclass Friday 15th November 2024

The Teacher’s Academy (11/15/2024)

Quick recap

The Masterclass focused on the importance of exceptional teachers and their contributions to India's education sector, with a special emphasis on Shomie, a master trainer and teacher who founded several schools. The team also discussed their exploratory school visits, the journey of three entrepreneurs who founded Oak Ridge School, and the importance of experimentation in teaching. Lastly, the conversation ended with a discussion on the concept of a 'good school' and the factors that contribute to its success.

Next steps

• Here are the key action items from the Masteclass:

• Teachers to continue experimenting with new teaching methods and activities to engage students.

• Schools to implement programs like "World of Work" to provide students with real-world work experience.

• Schools to focus on creating a happy environment for all stakeholders - students, teachers, parents and management.

• Schools to improve communication and transparency with parents through regular forums and feedback sessions.

• Schools to provide counseling services for students to discuss issues confidentially.

Summary

Shomie's Impact on Education

The Masterclass was about the importance of a teacher named Shomie, who was a traveler and connected deeply with his students. He was a special person who attended the Sandeep's daughter's wedding and was remembered for his encouraging words. Shomie was a master trainer and teacher who started his life as the son of the founder of a school, but went on to become a teacher himself. He was exceptional and became the principal of three different schools, a feat never achieved before in independent India's education sector. The speaker also mentioned that Shomie consulted over 85 schools and built the Oakridge International School across six cities. The conversation ended with the emphasizing of the significance of Shomie's contributions to India's education sector.

Naga's Life, Achievements, and what ahead

Sandeep shared the life and achievements of Naga, the founder of People Combined and the Chairman Emeritus of the organization. Naga's journey from a humble village schoolboy to setting up the first Oak Ridge School in Hyderabad was highlighted. The meeting also introduced a new book, "The Man Who Sought Tomorrow," written by Naga as a tribute to his mentor, Shomie. The book will be read and discussed in The Teacher's Academy, with reflections posted weekly. Additionally, Sandeep mentioned another book, "Is Your Child Ready To Face The World?" which will be read with Arthur Foot Academy teachers. Jugjiv opened the book with the first chapter read.

Exploratory School Visits and Observations

The book discussed their exploratory school visits, highlighting their experiences at the Brightland School, Summer Valley School, Welham Girls' School, and The Doon School. They noted the unique aspects of each institution, such as the family-run nature of Brightland, the relatively nascent status of Summer Valley, the rich history and female leadership at Welham, and the expansive and immersive campus of Doon. Jugjiv also shared their observations on the management styles and the comparative scale of these facilities. They concluded that their visit to Room school was the most remarkable.

Meeting With Shomie Das and School Visit

We read about shared their experience of visiting a prestigious school in Dehradun and their subsequent meeting with a former headmaster, Shami Das. The speaker was impressed by Shami's achievements, including his time at the University of Cambridge and his teaching of King Charles III. The two found common ground on matters of education reform and shared guiding principles. Shami, a seasoned academician, had spent his career consulting for over 50 schools across the country and was known for his empathy and ability to see the future. The speaker left the meeting with a sense of admiration and inspiration for their own educational endeavor.

Oak Ridge School's Founding Journey

The meeting was about the journey of three entrepreneurs, Raj, Learning, and Shomie Das, who founded Oak Ridge School in Hyderabad, Telangana. The school was born out of a shared interest in education and a unique experience. The trio faced challenges, including limited resources and mounting debts, but their determination and commitment to their vision kept them going. Shomie Das, an 80-year-old retired man, was the inspiration behind the school and played a significant role in shaping its educational system. The meeting also touched upon the changing landscape of education in India and the importance of mutual respect between educators and facilitators.

Experimentation in Teaching and Engagement

The meeting focused on the importance of experimentation in teaching. Gurdeep shared an example of how he used an accounting-themed game to engage his students and help them learn a complex concept. The discussion then shifted to the challenges of engaging students, particularly those with high energy levels. Chetna shared her experience with a student who had difficulty with handwriting, and how she used a race and rewards to improve his skills. The team agreed on the need for experimentation to develop teaching skills and to understand what works and what doesn't in real-life teaching situations.

Schools' Programs and Experiential Learning

The meeting focused on the objectives and experiments of various schools. Paul from Sunbeam shared about their pilot program of short reading, aimed at increasing children's interest in reading. He mentioned that the program was still ongoing and had received positive responses from the schools that had completed it. Gurdeep shared about their "World of Work" program, which involves sending children for internships in different industries to learn various skills. The goal of this program is to prepare students for the job market and help them make informed decisions about their future careers. The importance of experiential learning and understanding the reality of different professions was emphasized throughout the discussion.

Defining a Good School Environment

The Masterclass discussed the concept of a 'good school' and what makes it great. They agreed that a good school should have a happy environment, with trust and respect between students, teachers, and parents. They also emphasized the importance of communication and transparency in creating a positive school atmosphere. The team shared their experiences with parent forums and student feedback mechanisms, highlighting the need to understand and address parents' concerns. The conversation ended with a reflection on the enjoyable time spent together, and the anticipation of future sessions.

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Reflections

1. What was the takeaway from today’s session?

2. Why do we experiment with our teaching methodologies?

3. "An idea is important to start something new." - Comment.

4. How the education landscape in India has changed over the years, through the eyes of India's most distinguished educator?

5. What makes a school good or bad?

6. What is the difference between accountability, responsibility, and ownership according to you?

7. According to you what are the expectations of parents from their ward’s school? And how can you deal with it?

8. How a man with a vision can make a difference, and how two committed entrepreneurs can turn that vision into reality?

Fear VS Courage - Sunbeam Bhagwanpur

Fear vs. Courage highlights two contrasting yet interconnected emotions. Fear is like when your heart races, your palms get sweaty, or you feel shaky before doing something that scares you. Fear can impact a person’s life in both positive and negative ways.

Negative:

1. Physical Health leads to chronic stress, high B.P., sleep deprivations, tension, fatigue

2. Anxiety and Depression decrease self-esteem, panic situation

3. Fear can lead to avoiding situations or activities

Positive: 

1. It increases awareness, can sharpen focus, and helps people to stay alert.

2. Fear is a natural, subjective feeling; there is no place for objectivity in it. Everyone has this feeling at some point in life.

Courage can be used to handle fear. People believe that courage is the absence of fear. But I think that courage is not the absence of fear; rather, it is the ability to deal with it.

Courageous people do feel fear, but they can manage it. Courage is the willingness to act despite fear.

Finally, fear is normal, but courage is what helps us grow.

Sneha Singh
Sanyogita Dubey
Reeta Tiwari
Sunbeam School Bhagwanpur

Masterclass Saturday 9th November 2024

Warning - AI-generated notes and E.&O.O.E., please.

Quick recap of the concluding part of Chapter 11 

Wanted back-bencher last-ranker teacher by Kavita Ghosh

The session focused on the emotional farewell to a beloved teacher, Roma, and her subsequent job offers and adoption journey. The discussion also revolved around the importance of teachers, their love for their students, and the sessions' impact on the participants' relationships with diverse people. The conversation ended with the announcement of Sandeep’s departure and the final assignment for the 11-session learning program on diversity, inclusion, and belonging.

Next steps

• All teachers are to submit a video essay (5-6 minutes) by November 20th reflecting on how the 11 sessions on diversity, inclusion, and belonging have impacted them.

• Teachers to complete any outstanding assignments from previous chapters.

• All participants are to attend the next session at the farm location on Friday, November 15th.

• Manisha will share the assignment details with the Telegram group.

• Teachers to prepare for reading the new book "Joy of Learning" at the upcoming retreat.

Summary

Roma's Emotional Goodbye and Surprise

In the meeting, Learning and Manisha discussed the agenda for their session, which included reading and discussing a book and assigning tasks. They also discussed the emotions and experiences of a character named Roma, a teacher preparing to leave her job. The discussion touched on the contrast between Roma's current job and her previous one and the emotional impact of saying goodbye to her students. The conversation ended with a surprise from the students, who were waiting for Roma and holding coloured balloons.

Farewell to Beloved Teacher Roma

In the meeting, Learning discussed the emotional farewell to a beloved teacher, Roma, who had been with the team for six months. The staff, including Uttara, Mrs. Kapoor, and Jacob, expressed gratitude and affection for Roma, a dedicated and selfless teacher. The management also gave Roma a bonus voucher as a token of appreciation for her support during a tragic event. The discussion highlighted teachers' importance and love for their students, emphasising that their work is not just about the money but the joy and fulfilment they get from helping children.

Emotions in Legal Documents and Success

In the meeting, Learning discussed Roma's emotions when she received a legal document instead of a voucher. The document turned out to be a copy of the agreement her father had signed with Mountain Residency, Spa, and Resort, which would make her father the exclusive poultry supplier for both outlets in Missouri. The emotional response was attributed to her sense of fulfilment and pride in her father's success. The discussion also touched on teachers' emotional experiences when their students succeed.

Roma Receives Heartfelt Appreciation and Bonus

In the meeting, Jacob presented Roma with a bonus, which included a recommendation letter for adoption. The other teachers also expressed gratitude and admiration for Roma's work, offering her more recommendation letters. The children also presented Roma with a heartfelt card filled with messages of love and appreciation. The conversation ended with Roma expressing her gratitude and feeling enriched by the love and care she received from the teachers and children.

Roma's Adoption Journey and Support

Roma, a teacher, receives five recommendation letters needed to adopt a child named Fee. Simon, the school director known for being strict, surprises Roma by bringing Fee to meet her, along with Surya and Supriya, who helped arrange it. Fee innocently shares how Simon scared someone on the plane for misbehaving, revealing his kind nature beneath his tough exterior. Roma is overwhelmed with gratitude for everyone's support in her adoption journey.

Roma's Job Offers and Adoption Support

Roma is offered two job opportunities: one as the head of human resources for the Roderick International group of institutions, and another as the head of operations at the Mountain Manor spa and resort chain. Simon and Jacob present these offers to her, along with the recommendation letters she needed to adopt a child from the Angels of Earth adoption home. Roma expresses her gratitude for their support in the adoption process.

Gurdeep's Return to Teaching Position

In the meeting, Sandeep and Gurdeep discussed the possibility of Gurdeep returning to her teaching position at the school. Despite being offered more lucrative positions, Gurdeep expressed her desire to continue teaching at the school. The students were overjoyed at the news, and Gurdeep was welcomed back with open arms. The conversation ended with Gurdeep and Learning reaffirming their commitment to the school and its students.

Modern Teacher Roles and Responsibilities

The meeting revolved around the discussion of a book highlighting the modern definition of a teacher. The speaker emphasized that a teacher should be selfless, teach life skills beyond the school gates, and be a role model for students. The speaker also mentioned that teachers are expected to be fit and be able to protect their students. The conversation ended with a discussion about the book's chapters and the creation of a separate space for them. The speaker also shared a personal anecdote about a childhood memory with a friend. The conversation ended with a reading of a Confucius saying about a true teacher.

Final Assignment for the Masterclass 2024

In the session, Sandeep announced his departure to catch a flight, and Manisha and Gurdeep took over to discuss the final assignment for the 11-session learning program on diversity, inclusion, and belonging. The assignment requires participants to create a video essay, not exceeding 6 minutes, reflecting on how the sessions had impacted them and how they had improved their relationships with diverse people. They were also asked to share changes they had incorporated in their classes and their future plans for building inclusive learning communities. The deadline for submission was set for the 20th of the month. Manisha also reminded the participants that the next session would be on a Friday due to The Retreat and a new book reading. Mizan clarified that the video essay was to be a group effort.

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Right VS Wrong - Sunbeam School Indiranagar

Adolescence is a stage in which children undergo a lot of changes, like physical, mental and social, which affect their behaviour. Along with being enthusiastic, at the same time, they also become apathetic, which we as parents are unable to understand and we often tell the children that their company is not right, whereas in reality, the children are confused about right and wrong. We parents are also responsible for that, somewhere or the other because sometimes we ask them to behave like adults and sometimes we consider them children

Many times children do not talk meaningfully at this age, the reason for this is that physical development, practical knowledge and mental development are not able to connect together because a part of the brain is still developing, so children are not so far-sighted in adolescence, they just keep experimenting due to which sometimes they get into trouble. In such a situation, parents and teachers will have to understand the ups and downs of this age. Just like we become suspicious and cautious when we see even a slight change in our children's behaviour, similarly a teacher should also be cautious in school. If we feel some change in a student's daily behaviour, then we should take the child into our confidence and try to understand his mental state. This is possible only when the student has faith in us so that if he is going into the wrong company due to a feeling of rebellion or pressure from classmates, we can rescue him from that situation with great success.

 

Shalini Tiwari

Chandrani Singh

Vijeta Wilson

Shilpi Chakraborty

Sunbeam school Indiranagar

Affection vs. Rejection: Understanding Their Impact Through Examples - Chandrani Singh

 

Affection and rejection are two powerful emotional experiences that shape how we feel, behave, and interact with others. Both play crucial roles in our lives, affecting our relationships, self-esteem, and overall well-being.

Affection is the feeling of love, care, and warmth that we show or receive from others. It can be expressed through kind words, gentle touch, thoughtful actions, or simply spending time together. I would like to give an example of my own life. This incident was about 4 years ago. There was a boy whom I taught in class 4th and now he was in class 11th. He was a hostler and very frequently some of the hostlers came to me and shared many of the things with me. So this guy whom I am talking about came to me and showed me some bruises on his arms. 

When I asked him about it he started crying and said ma'am the warden has beaten me. I asked him why don't tell your parents about it, and he said that ma'am it would be of no use because his parents would blame him only. He wanted to share it with someone so he came to me. He knew that I wouldn't be able to help him but still, he wanted to talk to me. I think somewhere in his life he got that affection from me, which he wanted from his parents. I wanted to give a hug to the boy but I couldn't, since he was in class 11th. But as I talked to him, he felt quite relieved. This act of affection not only comforts the child but also reassures them that they are loved and supported no matter what.

Rejection, on the other hand, is the feeling of being pushed away or excluded. It can be expressed through harsh words, neglect, or ignoring someone’s needs or feelings. As I gave the example above if the boy had not been rejected by his parents, then his feelings would have been different. Over time, this repeated rejection can make you feel unwanted or undervalued, potentially leading to feelings of loneliness or insecurity.

The Impact:

Affection nurtures positive emotions, fosters close relationships, and builds a sense of security and self-worth. When we experience affection, we feel valued, loved, and accepted, which encourages us to be open and trusting with others.

Rejection, however, can have the opposite effect. It can lead to feelings of sadness, anger, and isolation. Repeated experiences of rejection can harm self-esteem, making it harder to form and maintain healthy relationships.

Conclusion:

Understanding the difference between affection and rejection and how they influence our emotions is crucial. By being mindful of how we treat others, we can choose to express affection, fostering positive connections and contributing to a more supportive and caring environment. Recognizing the impact of rejection helps us be more empathetic and encourages us to be kinder in our interactions, ensuring that we don’t inadvertently harm those around us.

Chandrani Singh

Sunbeam School Indiranagar

Book Reading - 15th Nov 2024 at 5.30 PM

Join us starting 15th November 2024 at The Teacher’s Academy for a weekly exploration of the captivating book, *The Man Who Saw Tomorrow*. This thought-provoking read promises to enrich our insights and spark dynamic discussions. Once we finish this journey, we’ll jump right back into *Wanted: Back-bencher, Last-ranker Teacher* for our next cohort. Don't miss the opportunity to engage with these transformative texts! 

Find out more about the book at:https://www.happyteacher.in/2024/09/shomie-das-his-life-and-story-1935-to.html

“ Shomie always emphasized the importance of learning and unlearning and how the schools he worked with have prepared students to excel in their pursuits. From a teacher to a headmaster and then a mentor to generations of learners and educators, his story is truly inspiring.” Sandeep Dutt 

The link for the event will be posted on The Teacher’s Academy Masterclass TELEGRAM Chat.

Right VS Wrong - Sunbeam Varuna

In this video, we dive deeper into the age-old question of “Right vs. Wrong.” Let us explore what it truly means to make choices that align with our values and morals. Is there a universal standard for right and wrong, or is it all based on individual perspectives? 

Looking at examples from everyday life, we examine the influence of culture and society and discuss how our personal experiences shape our sense of ethics. By the end of this video, you will have a better understanding of the complexities behind what we consider right or wrong, along with some insights for making decisions in your day-to-day life. 

Don’t forget to like, subscribe, and share your thoughts in the comments!

Sunbeam School Varuna

Ranjana Singh

Ankit Verma

Aakash Aggrawal

Alok Jha

Masterclass 2024: Frowns & Smiles

Chapter 10 Smiles and Frowns by Learning Forward India Foundation

The Teacher's Academy 05-10-2024 

Reading two weeks, Reflection one week and then the assignment to build Relationships, working together to spread #JoyOfLearning as #HappyTeachers  Chapter 10 "Smiles and Frowns" from the book "Wanted Bag Bencher Last Ranker Teacher" by Kavita Ghosh.

Key Takeaways

  - The chapter explores the importance of establishing personal rapport with students while maintaining professional boundaries

  - Smiling and positive body language significantly impact student engagement and learning outcomes

  - Teachers should balance friendliness with maintaining respect and authority in the classroom

  - Giving students time to process questions (15-20 seconds) before expecting answers can improve participation

Personal Connection vs Professional Distance

  - Debate on appropriate level of personal connection with students

  - Importance of emotional rapport for effective learning

  - Strategies for maintaining professionalism while being approachable:

      - Greeting students at the door

      - Asking for their thoughts/opinions

      - Occasional informal interactions (e.g. lunch)

      - Listening and offering support

Impact of Teacher's Demeanor on Learning

  - Smiling and positive body language make teachers more approachable

  - Scientific benefits of smiling: releases endorphins, strengthens immune system

  - Importance of conveying warmth through voice tone, even when not visible (e.g. phone calls)

Classroom Management Techniques

  - Wait 15-20 seconds after asking questions before seeking answers

  - Use non-judgmental responses to incorrect answers (e.g. "good effort", "that's one way of looking at it")

  - Make learning personally meaningful by connecting to students' lives

Roma's Teaching Experience

  - Temporary teacher filling in for a term

  - Using past hospitality industry experience to inform teaching approach

  - Building rapport with students through storytelling and engagement

Next Steps

  - Complete reading of Chapter 10 in next session

  - Participants to make notes on chapter insights and post for group discussion

  - Join optional Sunday session for children's book reading and intern meeting

The Teacher’s Academy: 13th October 2024

Chapter 10 of the book focuses on interpersonal relationships between teachers and students and how to handle challenging situations in the classroom.

Key Takeaways

 • Warm interpersonal relationships between teachers and students are crucial for effective learning. However, boundaries must be maintained

 • Teachers need patience, empathy and adaptability when replacing a beloved teacher or handling loss in the classroom

 • Personalising learning involves understanding each student's unique needs and emotional state

 • It's essential to create space for students to process grief and loss while helping them move forward

Chapter 10 Summary: Frowns and Smiles

 • Focused on how a teacher's facial expressions and demeanor impact students

 • Emphasised the importance of maintaining a positive attitude in the classroom, even when challenging

 • Highlighted the problematic situation of a substitute teacher (Roma) having to inform students about their beloved teacher's death

Handling Loss in the Classroom

 • Roma had to inform students about their teacher Sonam's death sensitively

 • She took students outside to say goodbye symbolically, allowing them to express grief

 • Gradually rebuilt trust and created new bonds through positive reinforcement (e.g., star system)

 • Key lesson: Teachers must guide students through life's challenges, not just academic content

Developing Teacher-Student Relationships

 • Participants shared experiences of students struggling to accept new teachers

Strategies discussed:

 • Showing love, care and patience

 • Emulating the positive qualities of previous teacher

 • Coming down to students' level and being somewhat friendly (while maintaining boundaries)

 • Giving students time to adjust

Personalising Learning

 • Recognising each student processes information and emotions differently

 • Allowing time for students to think and respond (avoid rushing)

 • Creating an environment where students feel comfortable participating

 • Understanding the emotional component of learning (e.g. math anxiety)

Integrating Loss and Grief into Learning

 • Importance of openly discussing death/loss, not avoiding the topic

 • Never lie to children about loss, but communicate gently

 • Allow students to express feelings and ask questions

 • Help students develop emotional regulation and the ability to move forward

Next Steps

 • No session next Saturday to allow time for reflection and assignment completion

 • Participants are to complete a video assignment on diversity and personalising learning (3-5 minutes)

 • Participants are encouraged to collaborate on Zoom to complete assignments if desired

ASSIGNMENT: Smiles versus Frowns

1. Diversity exists in many forms. Make a list of diversity markers in your daily life. Do you see more diversity as you make this list, than you may have otherwise noticed? Share some of these new markers in a video along with how is it that you are able to collaborate with them with ease. Also, if there are some frictions or disagreements, in light of this session, share some of your learning on working together in our differences. In the end, also share one new thing that you can do to personalise learning in one relationship that has disagreements along with one need that you may have as a learner in the same relationship to communicate to them on how to make space for your personalised learning in the same vein. If you are able to identify the last two, try to communicate that with the concerned person and share in a line or two, how the conversation made you feel. Video content length: (upto) 2 mins.

2. Addressing the subject of loss and grief, how has your personal experience of processing grief been so far? Has that changed over time? In your class, how have you so far facilitated processing and acceptance of grief? Has this session leant insight into how you may further add to your process? If so, what is it that you would incorporate? Video content length: (upto) 3 mins.

Submission Specifications:

1. The assignment must be submitted in the shape of one video with 3 sections covering the 3 questions. You can make 3 separate videos and tie them together using InShot or another video app on your phone, or you can write down pointers for all 3 questions and answer them in one video of not more than 6 minutes.

2. Please ensure that the video is clear in sound quality. Please try to avoid filming with a lot of background noise. If unavoidable, please try to ensure that the volume and quality of your voice makes up for that.

3. Format of the video file must me .mp4 or .mov.

Please submit all your assignments by the 21st of October 2024, we will meet next on the 26th of October 2024 and share your Reflections.