Chapter 20, Map of Success and Chapter 21, The Last Lap: Shomie Das The Man Who Saw Tomorrow by Naga Tummala
Q1. Failures are the stepping stones on the road to success. Instead of fearing failure, how can we help students develop a growth mindset where setbacks are seen as valuable learning experiences rather than obstacles?
Q2. Success is not just about intelligence or talent but about the ability to take risks and adapt. How can we encourage students to step out of their comfort zones, take calculated risks, and embrace new growth opportunities?
Q3. "Thank God I Was a Backbencher." The author reflects on how not following the conventional path led to unexpected opportunities. How can we, as educators, identify and nurture the potential of students who may not excel in traditional academic settings?
Q4. "The choice of place shapes our journey." The author highlights how location and environment influence success in The Man Who Saw Tomorrow. As educators, how has your conscious decision to participate in this book reading session contributed to your growth and impact as a teacher? How can the insights gained from this discussion further benefit your students?
The Last Lap
Looking back, that was the only way this story could have been taken ahead further. Shomie’s journey from Sanawar to Dehradun to take charge as headmaster of Doon School was not only one of pride; it would also lead to his fullest development as an educator with a vision. His stint at Doon would also toughen him up as a person, making him uncompromisingly tenacious when needed. The beneficiary, needless to say, would be Oakridge.
With this the biography section of the book closes and we are set to read the closing section Back To The Future.
Joining this book reading session has given me valuable insights into how a person’s surroundings shape their success. The Man Who Saw Tomorrow made me reflect on my own students and how their environments influence their learning.
ReplyDeleteFor example, I have seen students who struggle because they lack support at home, while others excel because they have a nurturing environment. After understanding the impact of surroundings, I have become more mindful of creating a positive and motivating space in my classroom. I ensure that every child feels encouraged, regardless of their background.
One key realization from this session is that success is not just about intelligence but also about mindset and adaptability. I have seen students who initially lacked confidence grow when given the right support and motivation. For instance, a student who once hesitated to participate in class discussions started engaging more after I encouraged open conversations and celebrated small achievements.
This book and discussion have reinforced my belief that teachers play a crucial role in shaping students’ journey. By being aware of how the learning environment affects them, I have been able to create a space where they feel capable, valued, and motivated to succeed.
The reading session on 'The Education Lab' provided deep insights into Shomie Das's philosophy of leadership and education. The discussion questions were well-framed and encouraged reflection on practical applications in teaching. However, adding real-life examples or interactive activities could further enhance engagement. Overall, it was an inspiring and thought-provoking session.
ReplyDelete
ReplyDeleteJai Hind sir!
First I'd like to express gratitude to my school and then ofcourse this platform for serving us with such insightful learnings and want to commend this homework which is a reflection part where I get the occasion to pen my thoughts, principles and learning.
Taking a note from the session about the difference between notes and reflection I am trying penning my reflection.
We all know that we are our true competitors. Keeping this in mind, if we talk about failure, one should take it as one step ahead at the stairs of one's life journey since that's only our failure which makes us aware that what can be the other possible ways to do what we aspire to attain and for that we need to keep trying and not to have a halt because we lose when we stop trying or we don't try to get up after falling.
Even Thomas Edison invented bulb after more than 1000 trails.
So basically our failure shows that we're trying and if we're trying that shows we haven't failed so far.
But before we teach our students not to fear failure, first we need to inculcate the habit of not fearing the failure, and then we can better teach this because then only we'll be knowing how it feels and how to take this ahead.
Failure, too, can be celebrated by learning from it and trying not to repeat the mistakes.
I educate the children of classes I & II where my tiny tots are allowed to make mistakes.
We need to appreciate even the trails of small efforts put by the kids so the child who even fails doesn't stop trying for the child might be knowing his strength told by the teacher or we educators need to appreciate specific area or strength of the child and that's how he will be knowing his strength leading to boost confidence for more trails on the way to the success.
The fourth question reminds me of the poem 'The Road Not Taken' by Robert Frost
In reference to the question I shall say yes, the choices are the one which define us or make us who we are and what we've become!
Yes, this Masterclass will surely add to my personal and professional growth since it provides us with the brainstorming questions and a reading and listening habit will be cultivated which is emphasized by our school also and I also believe that it's great having reading session every Saturday.
And I look forward for the other reading session to be started with the book 'Productive Failure' by Manu Kapur and I believe that it'll also irrigate us with greater cognizance and make us better persons as well as teachers.
My real life incident - As a teacher of Class IX, I noticed that Archana, a consistently good student, never volunteered to speak in class discussions. One day, instead of calling on the usual participants, I encouraged quieter students to share their thoughts. When I called on Archana, she refused to stand.
Rather than letting it go, I set an expectation for her to prepare at least one line for the next class. When the moment arrived, she was nervous but made an effort to speak. Over time, her confidence grew, and by the PTM, her mother joyfully shared how Archana had overcome her fear.
This experience reinforced that educators must believe in their students, support them through failures, and celebrate small victories. Confidence-building, encouragement, and persistence lead to true success.
Thank you!
This is one of the most incredible reflections in our Masterclass 2025; bless you, Shalu. The two lines I quote say a lot about your passion and #JoyOfLearning:
DeleteFailure, too, can be celebrated by learning from it and trying not to repeat the mistakes.
I educate the children of classes I & II, where my tiny tots are allowed to make mistakes.
These two show the arena in which you are a gladiator!
I wish you well always, and thank you for the honour and privilege of hosting the Masterclass.
Thank you so much sir 🙏
ReplyDeleteYour words mean a lot to me...
Looking forward to learn more from the coming session 😊
Thank you so much sir for this productive session, its create motivation that failure is not at the point of end , it can be a new beginning.
ReplyDeleteThe reading session on 'The Education Lab' is enlightening and informative, providing valuable insights into Shomie Das's pioneering work in education and leadership. The discussion questions are thought-provoking and well-structured, enabling me to reflect on my own teaching practices and consider innovative strategies for improvement.
ReplyDelete1.As a teacher, I help students develop a growth mindset by embracing mistakes as learning opportunities.
In my math class, when a student struggles with a problem, I say, Mistakes help us grow! Let’s analyze where it went wrong and find a new strategy.
Classroom Example: While teaching decimals, I asked a question -Which is greater: 0.8 or 0.75?
Student’s Incorrect Answer:
0.75 is bigger because 75 is bigger than 8.
My Response :
Instead of saying, That’s wrong, I asked:
Let’s write both numbers with the same number of decimal places.
0.80 vs. 0.75 - Now, they see that 0.80 is greater.
Then, I turned to the class and asked, Who else made the same mistake while solving this? A few hands went up. We discussed what went wrong and how to improve next time.
This simple moment transformed the class mindset—mistakes weren’t failures but part of the learning journey.
Prachi Pandey ING
DeleteJai Hind Sir,
ReplyDeleteTruely, an insightful session. It helped me to introspect and reflect on the ways we can develop growth mindset in our students. I emphasize on becoming the better version of ourselves,every single day when I am with my kids.The actual competition does not lies in defeating someone else but its all about pushing our own boundaries and identifying our real potential.To reinforce the same,I allow them to make mistakes and learn from them.
Also,Sir,its the time when we have started session ,I spend ample time to talk with my students in regards to goal setting and setting norms of the class for the entire session which helps them to understand that growth is a continuous process. This helps him focus on learning strategies and developing skills over time.
For the students who struggle in traditional academic setting I allow them to express creatively which helps children tap into their strengths, build confidence, and communicate their understanding in ways that are meaningful to them. It also allows children to process emotions and experiences in a safe and supportive way.
We do class projects of few chapters in Social Studies like Festivals Of Arunachal Pradesh.,where our students are allowed to express their learning or emotions through creative activities like drawing, painting, acting, or even writing songs or poems.
It also helps to their communication skills, boosts self-esteem, and helps children feel valued in the classroom, particularly those who may struggle with written assignments or exams.