Mentor - India - Vol. 12 Issue. 10

MARCH 2019 | VOLUME 12 | ISSUE 10 | 40

®

A MATTER OF PRINCIPAL

MAKING A DIFFERENCE TO SOCIETY BY

GIVING BACK TO THE SOCIETY Vijay Chadda CEO, Bharti Foundation

Mamta Saikia COO, Bharti Foundation

www.lxl.in ISSN 2320 - 0650 English Monthly

Invitation to Write

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• Y ou can also send your article under any of the following categories: School Pedagogy, Governance, Leadership and Innovation.

Word Limit: 1,300 words E-mail: info@lxl.in Submission Deadline: 5th April 2019 E-mail Subject: “Mentor Magazine” * Subject to Editorial Discretion

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2 | Mentor | March 2019

Let t

Vol. 12 | Issue 10 | March 2019 | info@lxl.in

r ito

from the Ed er

Contents

03 Mentor Thoughts

Letter from the Editor..............................................03 What’s Trending.......................................................04 Sultan Speaks..........................................................05

06

Pedagogy

Word Posters............................................................06 How Important is it to Inculcate the Feeling of Self-Belief in Students’ Minds?...........08

11 Governance

Effective School Governance................................11 What Schools Should Focus in 2019...................13

15 Cover Story

Making a Difference to Society by Giving Back to the Society.....................................15

20 Leadership

Advice on Advice.....................................................20 Building Leaderships Skills in Teacher................23

25 Innovation

School Innovation in the Digital World................25 Morning Meetings...................................................28 Development of the Indian Social and Emotional Learning Framework (ISELF).............32

All Rights Reserved 2016 EduMedia Publications Pvt. Ltd. Publisher & Owner: Syed Sultan Ahmed Editor: Kalpa Kartik | Content Developer: Farah Javid Layouts: Muhammad Juraij K H Production: Praveen U M, Sathish C, Guna V Printer: Elegant Printing Notice: the contributions in Mentor Magazine are solely the views of the author and are in no manner to be directly associated with the views of the editorial team or LXL Ideas. Authors/contributors are responsible for the authenticity of information they provide in the article. The publishers do not accept liability for errors or omissions contained in this publication. By submitting letters/ emails or other publication materials to Mentor Magazine the author/contributor agrees that it is the property of Mentor Magazine. All communication to Mentor Magazine must be made in writing. No other sort of communication will be accepted. All decisions regarding publishing of a contribution is the prerogative of the publisher and editorial team of Mentor Magazine. Mentor Magazine is owned and published by EduMedia Publications Pvt. Ltd. for and on behalf of Mr. Syed Sultan Ahmed. All disputes are subject to the exclusive jurisdiction of the competent courts and forums in Bengaluru City.

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ociety is what the students and educators are. The system pushes a child towards more learning so that he may head towards more earning. The journey ends with huge pay packages. This is the most popularly prevalent concept and parameter of success. There is an absence of time and attention given to children in our schools. There is a certain indifference to children’s lives beyond marks and academic or sporting success.

Our children go to schools but they are rarely given opportunities to share what they feel about themselves, their peers and society at large. Being robbed of this opportunity is being robbed of their humanity. We are therefore a society in crisis! It seems that while business models, technology, and even religion have adapted to an ever changing culture, education has remained comparatively unchanged. The Information Age of technology has moved us into an era of instant information. The world is literally at our finger tips.

However, one glance into a classroom and you would find very little has changed over the past 30 or more years. A country’s future rests on its ability to reform the school infrastructure. Its got to address the 1 million schools that need attention & are crying for teachers & teaching aids.

Are our schools safe enough? Are schools equipped enough with well qualified, dedicated teachers to come up to the expectations of parents’ expectation? Are our schools overcrowded and still following teacher centered teaching? Are schools able to equip the children for changing times? Whole idea of education and knowledge gaining process rests on the premise that with knowledge we learn to take decisions wisely, both in our routine life matters as well as in professional matters. It becomes even more vital when decision can potentially affect many others. A Principal is in the position of a trustee and not owner of the entrepreneur.

His decision can affect all the stakeholders ranging from students to society, thus need to be doubly sure that it should have minimal possibility of going wrong. A leader should need to avoid biasness in his decision making, which can be ensured by a genuine advice.

This month, Mentor covers the above and topics like Word Posters, Development of the Indian Social and Emotional Learning Framework, School Innovation in Digital World and Taking Advice. Also, features story of Bharti Foundation by Vijay Chadda and Mamta Saikia on the cover.

Kalpa Kartik Editor 3 | Mentor | March 2019

What’s Trending

Do you feel

schools should measure its success through happiness of students rather than academic achievements?

“ H

appiness is the key to student success.

A happy child performs well at school and in future life. Happy students tend to gain higher grades and be happier later in life. Happiness is an art and the essence lies in the smile that is radiated. Happiness is like the fragrance of a flower which attracts everyone towards itself. If a student is happy then he will be mentally strong & be able to fight any type of adversaries in life.

Dr. R S Sharma Principal Triveni Pissues, Vidyapith Chandrahati, Hoogli, WestBengal

“ Y

es, of course. School should measure its success through happiness and skills developed by the students than mere academic achievements. We also need to understand that happier students perform well in academics, too, which is reported in a number of studies and surveys conducted in some countries.

Unfortunately, in many countries including India, since most parents, board assessments & the entrance exams are relying on academic achievement, happiness quotient of the child is being put on backstage.

Sreekanth B. Koganti M.S.(USA), Director Andhra Pradesh, India

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“ J

ust as a vehicle runs smoothly when the wheels are in perfect alignment, the school also functions efficiently when the happiness quotient of the students and their academic achievements are in equilibrium.

Apart from this, I believe that the academic achievement of the students is directly proportional to the happiness of the students. The educational accomplishment increases with the happiness of the student’s and success becomes constant if we equate them. This is how we fine tune the success and measure it. Therefore, at Chitkara International School we have always focused on both the dimensions as it is the spearhead for the holistic development of the students and the school.

Sweety EA l Office of Principal & Vice-Principal Chitkara International School, Chandigarh

“ H

appiness is an eternal phenomenon and divine gift. Happiness is the index of well - being and in turn, produces sound mind and body. It is the basic ingredient for learning and wholesome development of the child. The experiment carried out by the eminent educationists has established that the stressfree environment is prerequisite for a good school.

Whatever we eat, drink, listen, hear, see and learn all these are assimilated in our mind and body. The mind optimally receives them when we are happy. Under stress, sometimes the best result is achieved but it is non-sustainable. For sustainable and perpetual overall desired best result, the pleasant congenial environment is imperative. Thus ” Happy Go Lucky” is the thumb rule for efficient and sustainable student’s success.

Mohammed Irfan International Indian School Ta’if, Saudi Arabia

4 | Mentor | March 2019

Sultan Speaks

THE NEED TO KEEP

SCHOOLS RELEVANT O

nline education is growing by leaps and bounds and with every passing minute a new way to learn is emerging in some part of the world. Online learning allows for personalization and customization of learning in a manner that traditional classrooms will never be able to match, especially for the masses. Online education is becoming a lot more interactive and engaging as gamification and Artificial Intelligence (AI) increasingly bring machine learning and data analytics to improve the learning outcomes.

It is predicted that the biggest impact of online learning will be on the universities. Infact some reports predict that 50% of universities in the world could shut down in the coming decade. These reports are looking at existing trends like disconnect of the curriculum with the outside world as a reason for closure of universities.

I am seeing interesting trends playing out in the educational arena across the world.

Traditionally education has been subjected to a lot of regulations from the governments. Over the years governments across the world have used education as a political tool, as a propaganda tool and that continues to this day. Curriculums and topics that are taught in classrooms have always been subjected to strict governmental regulations. In a backdrop like, in comes Online Education and breaks the barriers of countries and governments.

Online education allows students from across the world to access,

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enroll and learn courses that are predominantly industry led and that are recognized by the workspace and not necessarily by the governments. In the coming years like we have witnessed in many fields like technology, space, data etc. education innovation and control will also move out of the hands of governments and it will be led by the markets and what the world needs. Online learning is gearing up to globalize education standards and practices in the coming decade like never before.

The one thing that will not change and that will keep schools relevant when the online education onslaught happens is the experiences that children get in schools – human interaction, social skills, life skills education, sports, extra-curricular activities.

The writing is on the wall for schools if they have to remain relevant in future they need to move out of the focus of academics and prepare children for ‘Life’.

The advent of block chain technology and the accessibility of internet across the globe means that it is now possible for content creators to reach global audiences more effectively. With large players like Google and Microsoft looking at engaging in the educational domain I see a consolidation of education globally under a few big brands. Like how Google has dominated search, YouTube dominated video and Facebook dominated social media, I forsee a future where a few large players will dominate the online education domain very unlike what we are presently witnessing.

While the online education will make a big dent into the higher education space, the K-12 space will not be far behind. It is already a known fact that for competitive exams and STEM online programs support learning much better than a traditional classroom. With Augmented Reality (AR), Virtual Reality (VR) and other innovations getting better and more accessible school education is also set for a big overhaul in the coming decade.

Syed Sultan Ahmed MD & Chief Learner @ LXL

5 | Mentor | March 2019

Pedagogy

WORD POSTERS A New Way to Teach Students About Vocabulary Introduction

T

eaching is an art and we teachers get proficient in teaching as years pass by.

Innovative teachers discover new techniques and invent methodologies for teaching concepts. Whatever may be the content irrespective of the subjects, vocabulary plays a pivotal role in teaching. Each teacher follows his/her own ways to teach the content words. Recently, an idea evolved for the development of vocabulary, word posters. Word posters are collages with words.

Although the idea of the word wall is not a new concept, the subject teachers together can do it in a different manner. If it is going to be integrated learning, this method really works out well.

Different Ways to Implement Word Posters Every fortnight, the teachers teaching all the subjects for a particular grade can sit together for a meeting and jot down the content words present in their own subjects to be taught for the next fortnight/week. After the words have been collected, a discussion has to be made to finalize the list.

It can be decided to have a certain number of words per fortnight or a week. After the list is prepared, all teachers have to see if those words

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can in any way be linked to their subjects. This wholly depends on the teachers concerned.

Word Posters in Schools An attractive poster of a chart paper or newspaper size is to be prepared with the words and displayed in a place where every child can see. Allot a place on the walls at the corridors of the school

Vocabulary plays a pivotal role in teaching

and not inside the class. If the list of words is from sixth grade, let us not prepare separate posters for each section. Instead, prepare one poster and post on the corridor wall of the sixth grade floor common to all the sections. During the break or leisure hours, the children can be allowed to see the words and write on the poster whatever they think about the poster. Pictorial representation of the words can increase the interest of the children to see the words. Vocabulary time can even be fixed every day or in intervals. Each section can be allotted the specific time to go through the chart. Teachers handling a class can revise the words when time permits. Acting/ substitute teachers can also do it.

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Pedagogy How to Make Word Posters Interesting for Students?

There should be a variety in displaying the words. The words should have different fonts and colours and should be in different shapes. Whenever any coaching or exam is going on, we can combine the words of the month and make a new word list.

Since the words are in different colours, the students can easily mind view the words and can write the right spellings.

Once in a while a blank chart or a poster can be left in the usual place and allow the students to write the words they can remember and recall. Leave some sketch pens and crayons near the posters and let the children scribble or colour or write what they want.

They can also depict the words in pictures which showcases their creativity. The best word art can be rewarded by displaying them on the flannel board or publishing in the school magazine.

As days pass by, students can be instructed to prepare their own word posters. In groups, they can prepare the word posters. After the preparation, groups can be mingled and an activity can be done. The groups can compare the word posters and see how many words are similar for both the

groups.

During the group activity, the students of various sections can be mixed so that they can revise and revisit the words in different views.

While the class is on, you can check if the students are thorough with the words by conducting a quiz in class. The teachers have to mark the list of words in their book while teaching, They can ask students how was that word portrayed in the poster Students can say the colour of the word Letters can be jumbled and students are asked what the word was

Pictorial representation of the words can increase the interest of the children to see the words

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On the screen, the entire sentence is shown without the key/content word hidden or blurred. The students have to guess the word First and last letters can be shown and identified

Sathish Kumar P is the Principal of KSC Public School Erode and is in the field of education for more than 2 decades teaching and training He has been publishing in edu magazines sharing his thoughts and activities. He is an overseas faculty of New Zealand college of Education, certified trainer and TESOL/TEFL trainer.

He has authored English workbooks. He continues to read to enhance his teaching competency. sathish_yazhini@yahoo.com

Only vowels in the words are highlighted for the students to find out 7 | Mentor | March 2019

Pedagogy

HOW

IMPORTANT IS IT TO INCULCATE THE FEELING OF SELF-BELIEF IN STUDENTS’ MINDS?

students to take the responsibility to learn and practice the concept of believing in themselves in a structured and rigorous manner, and help pave the path towards achieving their goal. It is important for students to realise that there is a pattern in everything and everyone. Observing those around us and deducing these patterns aids us in better perceiving our own individual capabilities. It is our perception of our capabilities which impacts the degree of selfbelief that is nurtured.

The Importance of Self-Belief, Self-Esteem and More!

Introduction

B

elief, courage, positive attitude, happiness, perseverance, passion, change, etc. These are not mere adjectives. They are the fundamental factors which play an important role in laying a strong foundation for our notion of self-belief.

Why is there a big hue and cry about students, the future asset of the nation, to believe in themselves? Self-belief has a great impact on attitude, behaviour, satisfaction, success and ultimately life itself. Hence, it is of utmost importance for parents, teachers and mentors to inculcate and train students to understand their individual potential and to help them nurture their capabilities.

The understanding of oneself is the foundation for mental, emotional and personal development.

However, it is very crucial for

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Nothing is permanent except change

Attributes That Develop Self-Belief It is hence, relevant to list out, understand and create strategic practices to develop self-belief.

Incidentally, this process of self-motivation and improvement happens over time and with continued effort on the part of the students. Some important attributes to be nurtured to develop self-belief are: Self-Psychosis: Every day, every moment, tell yourself – I’m the best, I’m capable, I can do it. It is important to 8 | Mentor | March 2019

Pedagogy understand that the line between confidence and complacence is very thin. In the process of selfpsychosis, parents and teachers should assist the students to constantly improve their knowledge base, help in setting reachable goals, and evolve clear strategies to pursue these goals.

Belief: Parents and teachers play a vital role in analyzing and understanding that each individual is bestowed with unique capabilities and to pave the way is to realise their potential.

While competition is important to progress, it should not be confused with comparison. Hence it is ideal to appreciate students for their unique personal traits and scholastic performance from early years.

At the higher levels of study, the student may be good in offthe-outline fields of study like Liberal Arts, Sports Management, Astronomy, Particle Physics, Geology, etc, which can be lucrative if they are guided and mentored in the right direction.

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Passion: The crux of self-belief lies in bringing out the latent talent in students. To identify the core competency, the students should experiment in various fields like sports, music, academics, performing arts, etc. They should be encouraged to develop and pursue some hobby from early childhood.

Schools can incorporate hobby clubs – Philately, Numismatics, Astronomy, Music, Gardening, etc. As a part of their schedule.

The realization of their inherent capabilities ensures that they can be ably guided by parents and mentors to develop suitable skillsets to focus on working towards definite goals.

Parents’ role in developing this virtue is vital, since it should be inculcated from early childhood.

Children should be tutored to deal with success and failure at the same plane. A combined effort to review success and to identify ways of better achieving goals is intrinsic to an effective strategy of learning from ones mistakes as well as successes. Mentoring students to accept failures, to analyse the reasons, and to subsequently learn from the mistakes goes a long way in developing core inner strength

Often, the terms “meaningful activity” and “enjoyable activity” as goals are misconstrued. It is crucial to understand the difference and their end result. Psychometric tests help to identify the key areas of interest of the students.

Passion, the lifeline of self-belief will be obsolete, with lack of perseverance on the part of students

Courage: The measure of mental and emotional strength is a decisive factor of the degree of self-belief.

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Pedagogy blockades and failures in every step of life, helps to a large extent in optimizing self-confidence and self-esteem in students. The path of perseverance can be smoothened if students are mentored to set clear reachable goals and also trained to compartmentalize the goals to take them on one step at a time. The motivation that parents give and confidence they show in the journey of life with their children, is the focal point of the child’s capability and extent to which they can continue their unstinted efforts to give their best in all their endeavours. in the young minds to make them balanced proactive individuals throughout their life. Every day and every experience is new and novel, leaving no room for comparison with previous experiences or with peer performance. Courage is the need of the hour in present times when numerous instances of child abuse are surfacing. Students need to develop the strong courage to stand against any form of physical or mental abuse. They need to be mentored to speak up boldly in stressful and traumatic situations.

Positive Attitude: In today’s competitive world, attitude decides the altitude to which an individual can reach. The role of parents and teachers in training students to develop a positive attitude is of utmost importance in inculcating self-belief.

Every student has specific individual capabilities which should be recognized and with due training enables the process of improving self-belief.

Positive attitude plays a pivotal role in the success of students alongside intelligence and being street smart.

Perseverance: Passion, the lifeline of self-belief will be obsolete, with lack of perseverance on the part of students. The undaunted focus and undeterred strength to keep moving ahead in spite of the

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changes which is the cause of lower self-esteem and confidence.

It is at this crucial phase in the child’s life that parents and teachers need to affirm and convince children/students, the beautiful transformation happening within and guide them to deal with it in the most understanding and dignified manner. Last but not the least, it is important to remember, the mantra of the present day world is – Nothing is permanent except change. So keep learning from every experience and adapt to changes in every phase of life with strength and self-belief.

Be yourself: Believe that you Are the BEST in your own capacity Can ACHIEVE what you aim for Are capable of much more than you actually PERCEIVE It is crucial for students to maintain their individuality in the process of improving self-belief.

Due care and diligence is necessary to help students understand their true potential and inner strength.

The best time tested method of understanding one’s potential is to follow the SWOT Analysis – STRENGTHS, WEAKNESSES, OPPORTUNITIES and THREATS. The student should be guided to constantly list out their strengths and weaknesses and mentored to overcome the latter and improve upon the former.

Summary To sum up, self-belief is a trait that needs to be worked upon continuously and in varied directions and methods. There is no uniform methodology or pattern that can be adopted by all, since the requirement and intensity differs for each individual depending on their unique characteristics. As children blossom from childhood to teenage and adulthood, they undergo numerous physiological

Dr. Rajachitra Manivannan, M.Com., M. Phil., Ph. D.is an academician and entrepreneur. She has worked as a Lecturer in the Commerce and Corporate Secretaryship Departments at Ethiraj College for Women ( Self Financing).

Event Management, Floral Designing and English language training is her entrepreneurial ventures. mrajchitra@gmail.com

10 | Mentor | March 2019

Governance

EFFECTIVE SCHOOL GOVERNANCE Building an Effective Organisation Through Teamwork

Introduction

S

chool Organization, Management and Administration are areas which have undergone tremendous changes during the last two decades. The relationships in educational policy, administrative requirements and the interaction oriented educational practices traditionally described were much difficult and really far from the common man's understanding. It is still difficult to find out an ideal and most effective system of school governance. Classical educational thinkers have given us some ideas on effective school organizations, management and administration, which cannot be fit into diverse school environments we come across in our country itself. The ideal school governance system should be the one that should take care of all the stakeholders of the school, the students, teachers, parents, management and the community as a whole for whom the school is functioning.

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Effective School Governance As a school Principal, I feel that there is no tailor-made school governance system readily available to accept and make use of, rather we have to develop our own system and method of governance. Many researches, conferences and discussions are going on school governance in developed countries like Germany, Australia, England, etc. and different models are suggested based on the assessment and evaluation of academic performance, quality of students coming out from schools, etc. I feel that as an academician

As a school Principal, I feel that there is no tailor-made school governance system readily available

having served 44 years in the field of education, out of which 24 years as Principal in leading educational institutions in the Gulf, it is my special privilege to talk about the governance of schools.

The association with one of the largest schools in Asia with a student strength of 18500 and around 1000 strong faculty inclusive of teaching, non-teaching and support staff as a Principal gives me enough experience to discuss a few aspects about school governance. This institution has achieved glory as one of the best schools not only in the Kingdom of Saudi Arabia where it is situated, but in the entire Gulf and even in India. In spite of its universal admission policy and the big number of students appearing for board exams, the school has been maintaining excellent academic results. The institution also maintains top positions in sports, games, cultural and literary activities, and all other extracurricular areas. We have never allowed the quantity to compromise our quality. My past 13-year tenure as a Principal in

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Governance this institution has been the most satisfying period in my entire span of academic experience.

Implementing Effective School Governance We have developed a system which is special for our institution and it has been continuing successfully for last many years.

School governance is the task of managing various portfolios of a government by one person. The school Principal should be an expert Personnel Manager, HR Manager, Academic Manager, Finance Manager and what not.

When he succeeds on all these areas as an effective manager and succeeds in balancing all the components of the institution effectively it may be concluded as an effective governance of the institution. Our policy of governance is completely based on democracy, decentralization and human values.

We read much about democratic schools but rarely see such institutions in practice. In our case, it starts with the School's Managing Committee, which is an elected body of seven members from among the parents, having representation from all over India. Major policy decisions are discussed and decided in this body and entrusted with the school administration for its successful implementation. Total affairs relating to the academic, co-curricular and extracurricular activities are decided and implemented by the academic team headed by the Principal.

The core team consisting of the Principal, Vice Principals, HMs and other senior officials, start preparing the plans and calendar at least six months before the commencement of the new session. Decisions are not imposed from above, instead discussions start from below and ideas that come up are accepted as it is, or with minor corrections wherever necessary. In core www.lxl.in

committee meetings as well, ideas and subjects are presented and an effective way of implementation always comes from the members attending the meeting. The advantage of such type of decision making is that all the stakeholders will feel a sense of responsibility and ownership and they will work hard with their team in order to implement the decisions most effectively. Being a large school, it is divided into KG, Primary, Upper Primary, Middle Secondary and Senior Secondary sections in both boys and girls, and a certain level of competition is encouraged among themselves. This ensures quality in academics, sports, games, etc. and in major functions of the school.

As an instrument of successful academic management a proper scheme of evaluation, assessment, observation and supervision of 360° level is developed and implemented.

Based on this evaluation, good performers are appreciated and average and below average performers are advised and guided. Sufficient opportunities are given to all to improve their performance. A humane approach to staff and students, corrective and reformative pieces of advice, motivation to maintain self-confidence and maintaining the highest level of integrity and objectivity by the head of the Institution shall be key to the success of governance of an educational institution.

For a Principal there are no separate public and private lives.

All 365 days he has to live up to the requirements and expectations of his community. He should be able to motivate others for good and efficient work by setting appropriate examples. It is always appreciable if the governance of a Principal encourages the staff to do most of the work voluntarily than due to pressure, you will be reaping great quantity of quality work which will contribute for the

development of the institution and its students. There will be trust, confidence and cohesion and a great feeling of one family.

Summary In order to have exemplary governance, the school should have an exemplary leader with vision, ideals, values and principles. “If your words and actions motivate others to learn more, to do more and to become more then you are a true leader."

- John Adams. In order to have really an effective and successful governance in our schools we need true leaders as commented

by John Adams.

Dr. E K Mohammed Shaffe

started service as a Teacher in 1976. He has worked for 11 years in India and 33 years in Gulf in various capacities as Teacher, Supervisor, Headmaster and Principal. He has also received Doctorate Degree in Education from a US University for the Research work done on Stress Free versus Challenging Education under the Globalized Environment.

He has also won many awards and recognitions like the Prestigious National Award from the President of India 2010, appreciation certificate from Human Resource Minister Mrs. Smriti Irani, Govt. of India for the outstanding achievement in Academics & Board Exam, and many more. mohammedshaffe@gmail.com 12 | Mentor | March 2019

Governance

WHAT

SCHOOLS SHOULD FOCUS IN Change is the Only Constant Introduction

T

he child is father of the man, said Wordsworth, and for generations schools were bound to the notion of making the child future ready. Educators now point out that it is important to take care of the present and then the future will take care of itself. What should schools zero in on this year to make a positive impact on students?

Shift the Paradigm, Please!

Years ago, we realised that emphasis on pedagogy alone does not provide complete education.

As a result, co-curricular activities and training programmes became a part of every school planner.

But now it is time to make a new emphasis.

loop-sided individuals out of students. Along with STEM, schools should ensure VHEMvalues, humanitarianism, ethics and morals.

Let the child realise that truthfulness is an abiding value.

Dishonesty is often seen as an escape route out of trouble.

Teach him to be true to others as well as to himself. If a teacher can appreciate an honest child who owns up his mistakes, it is a valuable lesson learnt.

A child develops into good human being through deliberate training of the mind. It is important to reinforce values right from a young age so that a child learns early that he should choose wisely between right and

Parental involvement in school activities can make the school a real second home.

VHEM The recent focus on STEM in education sometimes creates

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The child can learn valuable lessons in VHEM from the world around. Children can be encouraged to discuss the people they know and the situations they have encountered. Each conversation becomes a lesson for life. Jean Piaget’s ground breaking work The Psychology of the Child states that the child understands that the concepts learned in one context can be applied to another.

Community service teaches the child that one needs to be proactive along humanitarian lines and that values should be translated into a practical mode.

Train the Heart

Let the spotlight fall on values.

Certain skills, hither to understated, should receive prominence.

wrong. He will also understand how actions impact the greater good.

A child develops into good human being through deliberate training of the mind

The objective of education should not be limited to training the mind and the body; training the heart also demands equal emphasis.

Contrary to popular belief, it is quite possible to train our emotions and feelings. A child with the right emotional balance will react to people and situations in an appropriate manner.

13 | Mentor | March 2019

Governance The trend now is to do away with competition in a child’s life. We avoid declaring prizes, we give gifts to all participants-in short, there is only applause in a child’s life. How much do we equip a child to face failure?

Support the child during unhappiness and failure, but do not take away those moments for they are precious lessons in life skills.

It is a good strategy to let children verbalise their feelings. This helps them to externalise their feelings and provides them with an emotional vent. It also helps them to review the incident in question from a different point of view.

It is important to teach them that feelings are temporary and changeable like the weather. This helps them to put their passions in the right perspective.

Life skills are not always learned on the go. It is not advisable to assume that children will imbibe them automatically. It is essential to consciously provide them with a learning environment conducive to the inculcation of life skills.

When students organise school activities let them experience the accompanying anxiety and tension-then the applause at the end will sound all the more sweet!

One Big Happy Family The importance of parental involvement in education is now accepted. But the possibilities offered by this approach have not been fully exploited.

Parental involvement should not be limited to PTA meetings or open house discussions.

Encourage parents to participate actively in all aspects of the school. This gives more common ground between parents and children. It improves family relationships and helps them to connect.

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Promote active interaction between parents and teachers.

This demystifies the educational process for parents and enables them to contribute to the child’s academic training.

When parents constantly engage with the school in a healthy manner, student discipline improves.

At home encourage parents to make the child aware of his/her roots. Speak about old times, family traditions, customs and culture. When the child takes pride in family heritage, he /she will always try to live up to those standards.

The New Guru The schools should empower the child with the right skill sets suitable for the new generation.

Constructive creativity and innovative thinking are of paramount importance now.

A child who can think along new lines has a definite edge over others. The framework of education should not be so rigid that the child’s innate creativity is lost.

Children cannot be divorced from social media, but it is extremely important to teach them to sift out the truth from the falsehood that is often projected.

These days social intelligence is required not only in the real world, but the cyber world too.

The Spiritual Ethos To a child the word spiritual often signifies religion and prayer. The school can help them realise that a healthy mind is the outcome of practical spirituality. With the divine element active in our mind it is possible to be positive always.

A cheerful disposition in the face of life’s vicissitudes is an attitude that needs to be cultivated with the help of spirituality. Optimism

is faith; it is faith that leads to accomplishments.

Education is never a stagnant process. It needs are ever-evolving and schools should keep pace with the requirements of changing times. The danger lies in turning a blind eye to the need of the hour.

To agree with Jimmy Dean, we can’t change the direction of the wind, but we can adjust our sails to reach the destination.

Summary The article details the necessity of educators to think beyond academics. Schools need to change according to the need of the hour. Students need to hone new skills and practise new strategies to be happy in the present. Parental involvement in education can be promoted to new levels so that all stakeholders are satisfied. Values should receive emphasis in education and life skills seen in a new light.

Fr. Varghese Kachappilly is the principal of Rajagiri Public School, Kochi. He has served as Director of Christu Jayanthi Public School and Viswajyothi Public School. He is a post graduate in history and has completed MBA from Amity University, Delhi and is pursuing his doctoral thesis on management from Bharathiar University. He was been awarded the Best Principal

by Rotary Club of Trivandrum Royal. rajagirips@gmail.com

14 | Mentor | March 2019

Cover Story

MAKING A DIFFERENCE TO SOCIETY BY

GIVING BACK TO THE SOCIETY Vijay Chadda, Chief Executive Officer of Bharti Foundation.

Mamta Saikia, Chief Operating Officer of Bharti Foundation

W

hat makes a school successful? What are the factors distinguishing the most effective and the least effective schools? With multiple models for school operations, how can we judge if a school model is effective?

And if not, what can be done to improve it? There has been a lot of debate and research over what aspects attribute to a successful school.

Using the “five factor theory” based on research by celebrated International authors and educators, David Miller Sadker and Karen R. Zittleman, the article describes the story of a successful school based on the five common characteristics that effective schools seem to share. These characteristics include quality leadership, higher expectations, screening student development regularly, clear goals and direction, and safety and structure.

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In this issue, Mentor invites Vijay Chadda, CEO and Mamta Saikia, COO, of Bharti Foundation to share their views by analyzing the school on these parameters of success and provide the elements that set them apart while providing quality education to students.

Vijay Chadda is the Chief Executive Officer of Bharti Foundation, the philanthropic arm of Bharti Enterprises, one of India’s leading business groups with interests in

Our primary focus is on quality education which can transform the lives of several children with the special focus on the girl child.

telecom, agri business, financial services, realty and communication & media devices.

Mamta Saikia is the Chief Operating Officer of Bharti Foundation.

Mamta’s focused approach and multitasking abilities help her execute her role as the Chief Operating Officer. She spearheads the creation of program strategies, conceptualizing, planning, implementation, monitoring and optimizing impact assessments.

Please tell us something about the evolution of Satya Bharti School Program?

Vijay Chadda: Bharti Foundation is a part of Bharti enterprises. The Foundation was established in the year 2000 when Airtel was a very young company. We were not even in double figures in terms of age but we were successful. Our chairman, Mr. Sunil Bharti Mittal felt that it’s time that we probably 15 | Mentor | March 2019

Cover Story did something in terms of giving back to the society beyond the call of business. Today people have started talking about corporate social responsibility; in those days, it was more about large business groups. The Foundation came into existence with vision to work towards improving the lives of children and young people of India through education and technology focused on children.

The initial start of the Foundation was focused on providing financial support to the NGOs.. However as on date, we run our own programs.

The seed of Satya Bharti School program in 2006, was sown when Sunil had a discussion with the then Prime Minister, Mr. Manmohan Singh about primary education in the country.

schools that we built from scratch are the land that was on lease by panchayats or in some cases donated by a community or in a few cases we purchased the land due to state law, etc. But the idea was clear that the land will be used only for education of children in village in the proximity. So, that’s how the program came up. It initially started more as a philanthropic effort which was later supported by all our group companies. The best part of the program is that it is a universal platform. Our funders ranges from like-minded large and small corporates to individuals who not only provide funds but also gets an opportunity to get engaged.. We take funding through donation from corporates as well as individual donors through ACT Program

We have 254 schools today.

Management of the schools is completely with us. Out of these schools, the government school buildings that we took over in 2007 and we have run the schools with our own teachers, staff and management. All the other

What would be the core philosophy for the Foundation for its children? How do you see the aspirations of the Foundation translating into

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reality for the children that come to your school?

Vijay Chadda: Our philosophy behind the Foundation, is to make a difference in the society and give back to the society. Our primary focus is on quality education which can transform the lives of several children with the special focus on the girl child. When we were conceptualizing the program, we knew that the segment of children that we are dealing with are really underprivileged. For instance, when some of them get up in the morning only to see their mother beaten up by their father. Their situation is quite difficult. Therefore when we were created Satya Bharti school program, we ensured that we create an institutions where theses underprivileged children can enter to get over the situation or the context that they are coming from.

Mamta Saikia: In our schooling program, the curriculum is heavily focused on activity based learning.

For instance, our schools organize special “Bal Sabha”, for children

16 | Mentor | March 2019

Cover Story who come from underprivileged backgrounds. Bal sabha aim to build leadership capabilities of students by focusing on local issues. During these sabhas, the children discuss things that they would like to set right, which is a transformative experience for them specially the girls. Suddenly, the child realizes, that their opinion matters and can actually discover that little change agent within them.

We have numerous case studies about how these under privileged children were empowered to solve the local issues in their respective areas. Our school students have stopped child marriages, initiated talks with respective ‘Sarpanches’ to get a ‘pukka road’ instead of ‘Kaccha’ road etc. These underprivileged children who used to carry the weight of their context and environment started believing that they matter, their opinion is important; they can bring about a change. In addition to our work with children, we also work with our teachers who come from the local community. Our teachers are trained to be connected with each child. They are encouraged to not only know the strength and weakness each student but also understand the family history of each child. The processes have ensured that our teachers demonstrate the caring and sensitive side to these children and earn their trust and respect.

What is the kind of training that your teachers go through? What is the challenge that you face in training these teachers from communities?

Vijay Chadda: Despite being a part of larger schooling program, every school, has its own individuality depending on the state or the district it is in. However we ensure the broad message is absolutely constant and common.

The teachers are all on the same path and they are trained to perform in the most professional and appropriate manner. The training ensures that the all teachers resonate with our mission which is to provide the quality education to the underprivileged students and perform best not only in examinations but also in real life.

We also ensure that if need be, the teachers are even retrained to achieve the common goals.

There are some experienced teachers who come in and there are freshers. Our teachers undergo the induction trainings before they get into the school. During this training sessions, these teachers are given directions which are aligned to the philosophy and pedagogical practices that have regulated our schools. After that, trainings and guidance becomes a continuous

cycle in their life in the form of in-school trainings to provide support to the teachers and guide them. Trainings like subject matter training, pedagogical training, leadership training happens for school leaders and its forms an integral vertical, which our teachers undergo at regular intervals, throughout the year.

As leaders for an organization like this, how have you impacted the schools? What is it that you bring to the table personally? What motivates you? How do you associate and identify with programs like this?

Mamta Saikia: Vijay was in the Army from 1968-1992. In 1992, he retired as a Colonel from the army and came to the corporate world. He joined Bharti foundation, because it gave him an opportunity to do what he likes to do - making a difference in people’s lives.

There is a lot that the Foundation gained from Vijay, as the leader.

He brings a lot of positivity and energy. Our jobs are very difficult.

There are 254 schools with more than 45,000 children in the villages across states. His positive energy and understanding keeps us all motivated. Most external evaluators have conveyed to us that they witness great sense of good citizenship and patriotism among our children who greets each other with ‘Jai Hind’. We are very clear that we are bringing up good citizens of the country and teaching them respect for the nation. The ethos are passed on from lto our teachers to students to their parents and eventually to entire community. Another key thing that Vijay has brought to the table is the focus on cost and time. is an important aspect for all employees in Bharti foundation.

Vijay Chadda: Mamta has been here for 12 years. She’s been here

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17 | Mentor | March 2019

Cover Story

longer than me. She is an MBA, she could have had any job she wanted. She chose to come to the development sector. After working with a reputed organization, she joined the Bharti group and became the first employee of Bharti Foundation. What she brings to the table, is her passion, commitment and thoroughness. Her connection with the ground, understanding of the operations, field reality and requirements of good educational institution keeps our programs relevant and efficient She ensures that all of us don’t just sit in office.

She has been instrumental in developing the culture of walk the talk. We all roll up our sleeves and go to the field to do the actual work.

As leaders, we have also tried our best to remove any layers in communication. Anyone can speak to anyone anytime. We are also proud of the fact that from last two years, we have been part of this great place to work.

The Foundation both the years has ranked amongst the top 100 companies to work. It’s a testimony to what the work culture is like.

Often schools have 3 stakeholders that they speak about – the Principal, teacher and the students. In your case, it is a community and it is www.lxl.in

an integral part. Could you explain how difficult it is to deal with and what is the specific efforts you put in to align that?

Mamta Saikia: There are two aspects to it. First one are our parents and then is community.

Starting from our philosophy, the children have to be rooted in the culture from where they come. At one end, it is very important for us that community is an integral part of our schools. We have an annual activity for 7-10 days during summer time where the specially curated workshops or sessions are taken up by the community members. The community member who could be a house wife would teach the local art and craft that children should know about.

The community member can also be grandfather or mother who can share folk stories with children. Such events ensure the local community members stay connected with our schools and share the knowledge, wisdom, art, culture and skills with the students.

Most of our students and their parents come from underprivileged backgrounds and are hesitant to express their expectations or opinions. We make special effort to listen to them and make sure that their opinion counts. Our efforts were reflected in the E&Y survey,

which found more than 90% of the parents felt that they get positive response to their opinions.

If you would define your leadership styles, what would they be like? And how do you translate those into the heads of the schools that are running your schools?

Mamta Saikia: If we want our teachers to be listening to what our students are trying to say, , it automatically means that we as leaders have to be good listeners ourselves and have to understand, what kind of problems people are going through. When Vijay and I evaluate the performance of success of any initiative, we keep impact of the children at the center of everything. This ensures that our teachers replicate the same – keeping everything student centric.

I’m sure there are some mismatch of ideas, with the amount of various communities you will be working with? How do you manage the expectation gaps?

Vijay Chadda: Leaders lead from the front. There is nothing that I ask 18 | Mentor | March 2019

Cover Story you to do that I will not do myself.

We have created an atmosphere that is transparent, sensitive, open and encourages growth and also encourages people to work and make mistakes. We just do not stand with anything which is dishonest or something that lacks integrity. Integrity is the key pillar. The Foundation runs on donor’s money and we need to add sanctity to that money. It is far more sacred than the money that is earned by pure business. So, our responsibility to our stakeholders is much greater. And that is the understanding that people need to have down the line.

In your experience, of running so many schools, are there any common problems or are there any unique challenges that you would like to highlight?

Vijay Chadda: There are common challenges. All our schools are from rural areas. So, we have standard challenges all across and in terms of quality of teachers and their availability because we can’t

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import teachers. We have to make use of resources available locally.

There are some limitations like how much we can pay and there are challenges in infrastructure in terms of electricity availability in some remote areas. And there are other common problems where children come from very poor family, and of course the first generation learners. So, these kind of common challenges and there are a few schools, which despite of all these challenges do well.

And there are some schools where we have to put in lot of effort to actually get into different level.

How do you measure success of your school?

What according to you is a successful school?

instance, we take a real pride in sharing the fact that our “underprivileged children” has brought lot of laurels for their respective schools while competing with more privileged ones in regional, national and even competitions and the fact that our student despite coming from underprivileged backgrounds are giving back to their society already.

Bal Sabha aims to build leadership capabilities of students by focusing on local issues.

Mamta Saikia: For us the success of the school should be evaluated on the basis of the holistic development of the students. Successful schools not only ensures active learnings but develop the students in the skills of leadership, problem-solving, etc. Successful schools build confidence among students. For

19 | Mentor | March 2019

Leadership

ADVICE ON ADVICE A Take on Credible and Reliable Advice Introduction

N

o person is perfect or imperfect in this world, all lie within these two extremes and rather we are complementary to others. Advice is one of the oldest surviving methods of acquiring knowledge. Head of an institution may seek advice from internal as well as external stakeholders in the best interest of learners and the institution. At the same time, she/he needs to select very wisely the advisor issue specific to the expertise of the advisor. Advisor must be credible and advice must be both valid and reliable. Based upon relative importance of these two parameters leader should decide to explore or exploit for decision making. Also intensity, sensitivity and how many people will be influenced by the decision also matters for taking an advice.

Advice should not be seen as a threat to the position or expertise of the advice seeker if she/he is smart enough to 'use' or 'not use' it wisely.

Why a Leader Should Seek an Advice?

To be effective leaders, we all need good advice, and we need to give good advice to others.

Problem is, advice sharing is not as easy as it sounds, explain Joshua Margolis and the late David Garvin.

Nobody is perfect in this world, www.lxl.in

and imperfections make people interdependent to create perfect things. Principal of an institution can go wrong in innumerable ways on innumerable occasions. Taking an advice is nothing but involving more than one brain on the same task. Also, it is about taking advantage of other's expertise and experience. A principal is in the position of a trustee and not owner of the entrepreneur. His decision can affect all the stakeholders ranging from students to society, thus need to be doubly sure that it should have minimal possibility of going wrong. She/he is taking decision by virtue of his designation rather than in personal capacity that is she/he takes decision on behalf of stakeholders. A leader should need to avoid biasness in his decision making, which can be ensured by a genuine advice.

Seeking an advice means involving more persons, which also warrants transparency. Finally, advice taking helps other feeling important in the affairs of school.

Where Should a Head Seek Advice?

James Dinan and Elizabeth Miller, Professor of Business Administration states, "If you've been thinking about a problem in a certain way, and the advice and counsel you get lets you see it in a completely different light, it allows you to see a path through that you

The two most important parameters for assessing situation for seeking an advice is ‘importance’ & ‘urgency’ of the matter at hand

didn't see before" that the real need for finding a counselor. Like a question is not always ends with a question mark, an advice may not be exactly a formal suggestion asked by the head of the institution.

Technically speaking, there can be three types of people in the system's hierarchy - up line, down line and equals. The up lines can be officials in the management, regulatory bodies, retired heads and professional bodies in the field. Down line include teachers, technical assistants, office assistants and even the support staff including driver and peons.

Besides these, principal can seek advice from stakeholders like parents, social organisations and even students. When a principal is new to the job, he/she must find a mentor as advised by a principal Martha Santiago.

Issues/ Matter on Which Advice Should Be Called for As per Thompson, the litmus test for your decision making should be "Is it good for the kids?" To be effective leaders, we all need good advice, and we need to give good 20 | Mentor | March 2019

Leadership advice to others. But the problem is, advice sharing is not as easy as it sounds. This is very much true, because after all, whole venture is being run on behalf of the learner.

In other word, all decisions must ultimately be guided by the welfare of the learner. The general rules when head of the institution should seek advice would be, when Decision can potentially affect others and in turn learners Issue needs expertise Advisor is sincere The matter can risk reputation of him/herself or the institution Previous attempt for the accomplishing task has been a failure To be specific, issues in school where advice may be sought may be relate to - rules and procedures, policy relating to teacher recruitment, promotion, staff assignments, financial management, admission, evaluation, certification, discipline, curriculum planning and implementation, co-curricular program, program for exceptional children and the like.

Qualities of an Advisor While seeking an advice one should ensure the credibility of the advisor.

The head should check that the advisor should be Qualified for the task Experienced in the field Is a well-wisher of oneself and the institution Whose track record is credible Who values your/institution’s reputation Who is unbiased for choices

Testing the Validity and Reliability of an Advice The validity and reliability of the advice can be tested againstwww.lxl.in

results, technicalities involved, similar previous experiences, success of prototype and feasibility of the advice. The best way to deal with this situation is assessing the advice from one’s own context.

Taking advice does never guarantee success in the project, rather sometime it can backfire when it is - unnecessary, irrelevant, ill timed, an isolated event, first of its kind, when it is intuitive or emotions based rather than based on objective assessment of facts and when advisor is by chance rather than by choice. An advice does not mean the decision is to be made by the advisor; rather it is just another alternative course of action for solving a problem.

It means advisor should remain in suggestive role, reason being the ultimate onus lies with the leader who is supposed to take the decision. It is but natural, as the credit of successful decision is also given to the leader. The best way is to take advice by taking advice from more than one source or taking advice from a committee where more than one person (brain) are involved. In the institutions, making of committees for various assignments/projects is a standard administrative practice, is nothing but taking advice.

Advice on Advice for a Leader The two most important parameters for assessing situation for seeking an advice is ‘importance’ & ‘urgency’ of the matter at hand. This can be analyzed using Johari window as shown in figure 1. It is urgency and importance of the issue that decides the kind of advice one should seek. Interaction between these two parameters result in four dimensions as depicted in figure 1.

Case 1: The matter is urgent as well as important There are two possibilities to deal the problem - explore or exploit. In

case, matter is important and time is short one should not explore, rather should exploit. Meaning there by one should rely on what has been working for most of the time. In other words, experts in the field must be consulted and the best fit should be chosen as final advice. The best choice can be determined by means of indicators relating to advisor, likequalification, experience, updating, and the like.

Case 2: The matter is urgent but not important Again matter is urgent, but not important, head must go for one of experts instead of many. This can save time and s/he affords a bit of risk.

Case 3: The matter is important but not urgent When it is important, matter one should definitely consult more than one expert, but should do a thorough research on these alternative choices. In case one, confident in one’s own ability to search for the solution, it would be the best choice. It is recommended due to the reason that no one understands the problem better than the person is in. It is just matter of exploring the alternatives and best would emerge from use of available resources.

Case 4: The matter is neither important nor urgent This is the real time to explore rather than exploit. In this situation a head should use his own ingenuity, possible resources and experiment with decisions for theorizing administration from his own context.

Decision making is also influenced by the possible impact of the decision. Impact has further two dimensions- how many (number of people) and how much (intensity & sensitivity). When matter is sensitive and intensity is high whether urgent or not it is definitely important and 21 | Mentor | March 2019

Leadership expert/s advice should be sought and best alternative should be implemented. In case the decision affects only the decider, one has full right to experiment, take risk and decide independently, if feels strongly. Even in this situation, if not confident expert advice can be helpful. In case, decision affects other than the decider and number of persons influenced would be large, one should definitely go for expert/s advice, while choosing the best alternative remains right of the decider.

Some More Suggestions for the Advice Seeker Advice should be taken from neutral position One should guard oneself from being emotional while taking advice If one is not expert in an area for which advice is being sought, at least she/he must be expert at choosing the available alternatives in the form of advices Give due importance to the advisor and in case advice works advisor must be given due credit in both private and public Taking advice on too many occasions and too much can harm both person and position of the advice seeker. The leader would earn reputation of a poor decision maker.

She/he must be a patient listener, keen observer and active learner She/he should value the feedback and reflect on both success and failures of the advice One must remember that everything cannot be changed overnight, whatever expert advice may be available.

She/he should believe in ‘Power with’ instead of ‘power over’ and ‘conversation’ instead of ‘communication’.

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An advice is not a threat to your authority or expertise

Summary An advice is neither a luxury nor it is free, it costs and sometime heavily, too. A leader should be flexible enough to take advice from every potential expert, but at the same time should maintain his/her right to choose the best option. As year passes, the head of the institution must be lesser and lesser dependent on the external advices, rather his/her own experiences must come to rescue as advice. This can better be done by keeping a record of problems one faced, advices offered and outcome happened to be. Advice should be used very economically and efficiently to preserve the best for time of crisis. Advice should not become a habit or addiction, which makes a person heavily dependent on others that devalue the position of significance. On the other hand, advice for the sake of advice devalues the advisor. A head of the institution needs to live between these two extremes i.e. seek advice when it improves the decision and avoid when it confuses the decision making. Advices and advisors should teach a leader the decision making process rather than just making decision as a product or an event. It is equally expected from the leader to learn

the process of decision making by virtue of advices, rather than just solving problem at hand.

Dr Vijay Kumar Grover has doctorate degree in Education and Masters in Chemistry, Computers and English. He is a teacher, educator, an associate professor at DAV College of Education, Abohar, Punjab.

He has published seventy-one research papers in national and international research journals of education. He has won best paper award, best teacher award and has been honored by number of schools, colleges, and social organisations for contribution in the field of education. He has been resource person in many seminars and conferences. He is on the advisory and editorial panel of three research journals. grovervijayk@gmail.com

22 | Mentor | March 2019

Leadership

BUILDING LEADERSHIP

SKILLS IN TEACHERS

part of teaching is to focus on learning and to put an extra effort which makes their teaching more effective, more adaptive.

This approach would definitely emphasize them to dedicate time effort in their way of passing knowledge only then the united

Why it is Important to Empower Students and Give Your Best?

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Ways to Create Leaders Here are a few methods create efficient leaders:

to

Directors Principal

L

eadership refers to an ability to influence others, behavior in a desired manner� as defined under management concept.

Today teachers have to be good learners and should continuously upgrade themselves so that they can transform their teachings into leading. One of the most important

purpose of creating to tomorrow’s leaders and educators can be fulfilled.

Co-ordinators Teacher

Students 23 | Mentor | March 2019

Leadership Developing Leadership Skills by each one lead one: Every teacher should be a counselor, leader and guide to students. For this, a hierarchy should be created at learning place where every subordinate is a superior to some other person school directors or HM can be superior to Principal, principals to coordinators, coordinator to teachers. Once all the superiors are trained to create leaders in their respective fields, they would be able to create a leading force.

Principle of Initiative:

Frequent Skills, Building Programs to Learn Beyond Classroom:

Furthermore, it may be assured during learning process, teachers should be able to maintain a balance with EI (Emotional Intelligence). As she/he has to deal with number of students with variety of problems, temperament, etc. Even teacher has to face mood swings so for this the teacher has to achieve a level of self-management. All this would lead to achieve “empathy” that is one good characteristic of a good leader.”

Teachers should be advised time to time to attend development programs, workshops and training sessions. This frequent learning process will surely help them to apply their updated information with the syllabus. They should be emphasized to be more participative, interactive and should be given opportunities to create such a hybrid format to that they can integrate learning and teaching. They should be encouraged to do their tasks differently instead of preparing lectures only.

Always Work Upon the Formula “Every Problem is an Opportunity”:

For Curious minds Problem is an opportunity First mover by bringing solution Will inspire others and create followers

There should be a constant focus on welcoming everyone’s idea.

In this way, everyone will get a chance to express. Hence can develop their leadership qualities.

By doing so the organization would get the benefit of diversified ideas.

Top level can focus on core areas and on the other hand teacher will be motivated and can develop a sense of belongingness to the organization.

Teachers should be advised time to time to attend development programs, workshops and training sessions

To Examine / To Evaluate:

Appreciation (Performance based): The organisation should follow appreciation or reward policy on the basis of tasks handled by them. Time to time monetary or non-monetary incentives should be given to the teacher achievers to motivate them. This will build confidence and of course develops a sense of leadership which in turn will inspire them to adapt the changes instead of them be resistant.

Summary Leadership is not a voyage to be covered by a single; to develop this one should believe in “We” not I. Success stories of school cannot be created solely. It is based on team spirit and with a feeling of not to be a leader only but to create leaders.

Mrs Anu Bhatia the proud principal of St. Edmunds school, Jawahar Nagar, Jaipur has embarked her journey with St. Edmunds as a student and crossed the junctions of teacher, superintendent administrator, vice principal and reached the destination of Principal.

She is a post graduate in Business administration with 20 years of teaching experience.

She strongly believes that Empathy and ethics are the strongest elements and we as mentors should always follow a democraic leadership style to get creative ideas and team spirit. anubhatia25@gmail.com

You are a leader www.lxl.in

24 | Mentor | March 2019

Innovation

SCHOOL INNOVATION IN THE

DIGITAL WORLD The Effectiveness of Providing Quality Learning

A

s a principal, the buck stopped with me. I was reminded of this by numerous superintendents during my tenure as a school leader. However, when we began moving forward with our digital transformation one particular superintendent asked me point blank what evidence I had that actually support our claims that the new method equated to better. This not only stopped me in my tracks, but that moment in time provided the grounding that what my school really needed. To embrace change by all stakeholders, it is critical that we just don’t tell and claim that improvement is occurring, but it’s also important that we show them.

Efficacy in Digital Learning Accountability matters and is a reality in our work. We are

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accountable first and foremost to our learners. As a supporter of the purposeful use of technology and innovative practices, I had to illustrate how effective these strategies were at improving learning. Statements and claims didn’t cut it and this was more than fair. It was at this time where the term efficacy kept finding its way into the conversation and my head. In the real world of education, efficacy matters and it is important that this is part of the larger conversation when it comes to digital. It is a word that, in my opinion, has to be a part of our daily vocabulary and practice. Simply put, efficacy is the degree to which desired outcomes and goals are achieved. Applying this concept to digital learning can go a long way to solidifying the use of technology as an established practice, not just a frill or add-on.

The journey to efficacy begins and ends with the intended goal

in mind and a strong pedagogical foundation. Adding technology or new ideas without this in place will more than likely not result in achieving efficacy. The Rigor Relevance Framework provides schools and educators with a check and balance system by providing a common language for all, creating a culture around a common vision, and establishing a critical lens through which to examine curriculum, instruction, and assessment. It represents a means to support innovative learning and digital practice as detailed in the description of Quad D learning.

Quad D Learning Students have the competence to think in complex ways and to apply their knowledge and skills they have acquired. Even when confronted with perplexing unknowns, students are able to use extensive knowledge and skill

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Innovation to create solutions and take action that further develops their skills and knowledge.

Aligning digital to Quad D not only makes sense but also melds with a great deal of the conversation in digital and non-digital spaces as to why and how learning should change. A framework like this emphasizes the importance of a strong pedagogical foundation while helping to move practice from isolated pockets of excellence to systemic elements that are scaled throughout the learning culture. It also provides the means to evaluate and reflect in order to improve.

Rigor Relevance Framework Once an overall vision for digital learning is firmly in place you can begin to work on the structures and supports to ensure success.

This brings me back to efficacy.

The why is great, but the how and what have to be fleshed out.

Determining whether technology or innovative practices, in general, are effective matters. Below I will highlight 5 key areas (essential questions, research, practicality, evidence/accountability, reflection) that can put your classroom, school, district, or organization on a path to digital efficacy.

Essential Questions

Research

Questions provide context for where we want to go, how we will get there, and whether or not success is achieved. Having more questions than answer is a natural part of the initial change process.

Over time, however, concrete answers can illustrate that efficacy in digital learning has been achieved in some form or another.

Consider how you might respond to the questions below:

Research is prevalent in education for a reason. It provides us all with a baseline as to what has been found to really work when it comes to student learning. Now, there is good and bad research. I get that. It is up to us as educators to sift through and then align the best and most practical studies out there to support the need to transform learning in the digital age. We can look to the past in order to inform current practice.

For example, so many of us are proponents of student ownership, project-based, and collaborative learning.

What evidence do we have to demonstrate the impact of technology on school culture?

How are we making learning relevant for our students?

How do we implement and support rigorous and relevant learning tasks that help students become future ready?

What is required to create spaces that model real-world environments and learning opportunities?

What observable evidence can be used to measure the effect technology is having on student learning and achievement?

How can targeted feedback be provided to our teachers and students, so that technology can enhance learning?

Evaluation

Creating

Synthesis

Evaluating

Analysis

Analyzing

Application

Applying

Comprehension

Understanding

Knowledge

Remembering

Knowledge in Apply in one discipline discipline

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Apply Apply to Apply to across real-world real-world disciplines predictable unpredictable situations situations

Research is prevalent in education for a reason. It provides us all with a baseline as to what has been found to really work when it comes to student learning. Now, there is good and bad research

One of the main reasons Tom Murray and I wrote Learning Transformed was to provide a sound research base that supports digital learning and the embracement of innovative practices. The research of Linda Darling Hammond found that technology can have the most impact on our at-risk learners when it is used to support interactive learning, explore and create rather than to “drill and kill�, and constitutes the right blend of teachers and technology. This is just one of over 100 studies we highlight. Then there is the comprehensive analysis by John Hattie on effect size – a listing of the most effective instructional strategies that improve student learning outcomes all of which

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Innovation can be applied to digital learning.

If efficacy is the goal, embracing a scholarly mindset to inform and influence our work, not drive it, is critical.

Practicality All of what we do, should align to the demands, and at times constraints, of the job. This includes preparing students for success on standardized tests. If it’s not practical, the drive to implement new ideas and practices wanes or never materializes. The creation of rigorous digital performance tasks that are aligned to standards and the scope and sequence found in the curriculum is just good practice.

All good performance tasks include some form of assessment, either formative or summative, that provides the learner and educator with valuable information on standard and outcome attainment.

Again, this is just part of the job.

The Rigor Relevance Framework assists in creating performance tasks that engage learners in critical thinking and problem solving while applying what they have learned in meaningful ways.

There is also natural alignment to incorporating student agency.

If we are to improve learning and ultimately school-based outcomes agency needs to be a real element of school culture. Student agency is all about improving the learning experience for kids. The most common strategy that is embraced in schools is empowering learners through voice and choice. This could come in the form of kids selecting the right tool for the right task to demonstrate conceptual mastery or choosing where to sit in a classroom with flexible seating.

It might be facilitated by posing questions and then having students respond under cover of anonymity using mobile devices. Or maybe it is combining both elements of voice and choice through pedagogically sound blended learning activities. Learning in and out of the classroom should always www.lxl.in

be at the forefront when it comes to agency. This is exactly what so many of us are championing.

Evidence and Accountability One should not shy away from openly discussing this. Evidence and accountability are a part of every profession and quite frankly we need more of both in education to not only show efficacy in our work but to also scale needed change. Not everything has to or can be, measured. However, focusing on a return on instruction allows everyone to incorporate multiple measures, both qualitative and quantitative, to determine if improvement is in fact occurring.

Reflection When it is all said and done the most important thing we can all do is constantly reflect on our practice. In terms of efficacy in digital learning consider these reflective questions from your particular lens: Did my students learn?

How do I know if my students learned?

How do others know if my students have learned?

What can be done to improve?

What point of view have I not considered?

Summary Amazing things are happening in education, whether be it through digital learning or the implementation of innovative ideas.

We must always push ourselves to be better and strive for continuous improvement. The more we all push each other on the topic of efficacy, our collective goals we have for education, learning, and leadership can be achieved.

Eric is a Senior Fellow and Thought Leader on Digital Leadership with the International Center for Leadership in Education (ICLE). Prior to this, he was the award-winning Principal at New Milford High School.

His work focuses on leading and learning in the digital age as a model for moving schools and districts forward. This has led to the formation of the Pillars of Digital Leadership, a framework for all educators to initiate sustainable change to transform school cultures.

As a result, Eric has emerged as an innovative leader, best-selling author, and sought after speaker. Eric has received numerous awards and acknowledgments for his work. He is a CDE Top 30 award recipient, Bammy Award winner, NASSP Digital Principal Award winner, PDK Emerging Leader Award recipient, winner of Learning Forward’s Excellence in Professional Practice Award, Google Certified Innovator, Adobe Education Leader, and ASCD 2011 Conference Scholar. ericsheninger@gmail.com

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MORNING MEETINGS Circles of Respect Introduction

W

e know that schools are safe and supportive environments for students when they recognize, accept and appreciate the unique abilities. Schools also need to help students to affirm their individual identities to make their brains more responsive and open for learning. This article looks at one way of creating this environment in the school by building a habit of morning meetings. Morning meetings are typically relationship building exercises that fosters both social and emotional and maintains rigorous academic standards by creating the right environment.

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Though, morning meetings with students or circle times as they are popularly known, are not a new concept to most educators, they are normally relegated to a “not so important” part of the school day. However, the impact of well conducted morning meetings is profound.

When I took charge of my school, I realised that my school had certain issues like low student attendance, bullying, disinterest of the students in the academic processes, low teacher expectations and so on. I realised that, before initiating any other reform, I needed a quick and easy way to change the climate of the school. Morning meetings

Innovation became my new “mantra” and became a way by which I could establish a strong student culture.

How to Bring Cohesive Interactions Between Teachers and Students?

One of the toughest questions that we struggle to answer is “what defines a school?” The answer, however, is simple though nebulous - the school culture.

Every school has a unique and distinct culture which though intangible, is clearly visible to the larger community. The school culture emerges from the vision and mission of the school and is woven around 5 core thoughts 1. What are the fundamental beliefs of the school?

2. What are the shared values?

3. What are the norms?

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Innovation 4.

What are the patterns of behaviour that are observed?

Do they match the value and the norms?

5. What are the tangible, sensory evidences seen in the school?

To address these questions and establish a strong student culture, it becomes imperative that there are many warm and cohesive interactions between the teachers and students and one of the easiest ways of doing this, is to build a culture of morning meetings.

What are Morning Meetings?

Morning meetings are a time when students and teachers gather together mostly in a circle to kick start the day. As educators, we struggle with a lot of issues - there are students who have behaviour issues, students with personal problems, students who are constantly absent and so on.

Morning meetings are a way to address these issues in a subtle, non-threatening and congenial manner and establish a climate of positivity and warmth. The meetings usually last for 15-30 minutes.

Goals of Morning Meetings The broad goals of morning meetings are to Facilitate a smooth transition from home to school Set expectations for the day Establish lines of open and transparent communication Provide a sense of trust among the students and help them understand that everyone matters Create a culture of ‘respectful’ learning Foster empathy and life skills like collaboration and communication

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Support each other in social, emotional and academic aspects Share the responsibilities for the day ahead At the end of the day, students need to feel that they are in a safe learning environment that accepts, respects and appreciates their varied backgrounds and their unique physical and mental abilities.

Morning meetings are typically relationship building exercises that fosters both social and emotional and maintains rigorous academic standards by creating the right environment

How to Implement Morning Meetings?

To establish morning meetings as a regular routine requires a fair amount of work. A few steps that helped me were Finding out more about the process. Searching for online information, talking to educators who have successfully implemented the process, visiting professional learning forums and so on helps to find out the “why”, “how” and “what” of the process.

It helped me to weigh the pros and cons and take an informed decision Introducing the thought to the teachers. Any reform can succeed only if there is a “buy in” from the people who are going to implement the same. Orientation to the teachers, answering their queries and allaying their fears/

concerns as well as overcoming the resistance, forms an integral part of the process. Morning meetings are a way to establish school values, beliefs and norms and it is essential that the teachers are passionate about the same Make teachers introduce the concept of morning meetings to the students. Ensure that the teachers orient the students to their goals and expectations underlying the value of open and respectful communication Introduce the measure to the parents. Any reform in a school works only if parents are aware and support the same. Conduct an orientation session for parents, explaining the benefits of the process and how it would support their child in his academic, emotional and social growth. Model a circle time for them. If possible, post pictures on the school social media or on the bulletin boards Establish a time. Most important of all, establish a fixed time for the morning meeting which is inviolable and non-negotiable. In other words, the time becomes sacrosanct despite the pressures of the day ahead

What Happens in Morning Meetings?

The next big question is what happens in a morning meeting?

How does it support the goals outlined above? Morning meetings follow a basic routine as given below. Normally, morning meetings begin with the students and teachers seated in a circle. The teacher is a part of the circle and a facilitator for the process.

Greeting: As the name implies, this phase of the morning meeting is when the students and teachers greet each other. The greeting is a crucial phase as it sets the tone for the whole meeting. The greeting should be warm, cheerful and 29 | Mentor | March 2019

Innovation

include each and every student Sharing: In the second phase of the morning meeting, the students are encouraged to share something about themselves like an incident in their lives or their feelings. The teacher can make this phase more structured by introducing teacher-chosen topics and having students share their information, feelings or ideas. As each student shares, others listen actively, offer empathetic comments or ask clarifying questions. It is important that sharing happens immediately after the greeting, as it ensures that the students’ attention and focus is sustained in active listening

announcements, a brief of the day’s events or a thought for the day.

This phase of the morning meeting helps the students to settle down and transition smoothly to the rest of the day. Throughout the process, it is essential that the teacher monitors the pulse of the meeting and transitions between phases keeping student needs in mind

Laying Ground Rules for Morning Meetings Like all classroom or school activities, morning meetings will succeed only if ground rules are laid right from the beginning and students are aware of the same.

Group Activity: After sharing, the members of the group work together on a short task or activity.

The activities could vary, however should foster team work and collaboration

Have rules for how students come for the meeting

Morning Messages: This phase looks at setting expectations for the day. It could also include important

Make sure that they know how to sit during the meeting

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Encourage them to sit with people who they know the least about

Have signals to grab attention.

For example, a time-out sign or a raised hand Set time limits Make sure that everyone gets a chance to talk. Pass a baton or a puppet or toss a ball. More importantly, make sure that everyone listens while others talk, discourage other students from interrupting Guide students on how to respond empathetically and sensitively

How to Create Variations in a Morning Meeting?

Like all other programs, morning meetings must hold the interest of the student. It becomes imperative that the morning meetings are planned in such a way that students look forward for the same. In the course of my career, I have seen variations brought in every aspect of the four phases of the morning meetings. Greetings can vary from 30 | Mentor | March 2019

Innovation a simple round of introduction to an energetic clapping exercise or cheer greetings.

Sharing is structured and used as a tool by the teacher to deliver a point. The teacher could address a burning issue in the class like bullying sitting around in a circle and sharing using simple sentence starters like, “I feel upset when…”

Pairing up of students to share on a teacher chosen topic or having a dialogue on a topic are other variations. An interesting variation, I came across recently was when students were asked to provide critical and constructive feedback on the school newsletter before releasing the same. The feeling of ownership and pride in the students was clearly palpable that day.

The activity phase could include playing games, singing songs, reciting poems or the tables - The key point being that it is an energy buster after a quieter and directed session.

Morning meetings work equally well in all classes. Traditionally, they have been restricted to pre-primary and primary classes. However, in middle school, the emotional and social needs of the children are enormous and morning meetings establish a sense of camaraderie and community and builds positive relationships among students. It gives teenagers opportunities to discuss their feelings and emotions openly and reduces anxiety and stress.

An important point to note here, is that the themes have to be changed according to the age group. The need for autonomy becomes critical in middle and high school and so do the issues they face.

Outcomes of Morning Meeting

the school. Students develop the much needed 21st century skills like critical thinking, problem solving, decision making, empathy, collaboration, communication and so on, in an informal and stressfree environment. Communication becomes richer, robust and thoughtful.

Over a period, not only are these skills clearly visible in the students, there is greater engagement of the

Greetings can vary from a simple round of introduction to an energetic clapping exercise or cheer greetings

students in the learning process and warmer and more sensitive interactions between the teachers and students.

Summary Morning meetings are easy to implement, the only investment being time (an average of 20 minutes a day) and a commitment to make the meetings work.

However, the results are far beyond expectations and go a long way in building a school that stands out due to its culture and ethos.

Overall, I would say aim for quality.

Go slow, introduce the phases of morning meetings one by one with explicit modelling till students are comfortable and then move on to next. Wait for the rewards, they are slow to come, but infinitely sweet.

Maya Paliath Divakar is a proactive educator who is an instrumental in creating school cultures enhancing learner potential and optimizing performance through targeted learning strategies. She has contributed to the professional development of teachers in over 50 schools through training, classroom observations and intervention measures to bridge gaps. She has conducted high level workshops for teachers on varied pedagogical strategies like Differentiated Instruction, Multiple Intelligences, Classroom Management etc.

She is also certified as a Master Trainer by NCERT. Developed ‘train the trainer’ programs and compiled content for educator training and assessed effectiveness of training strategies. maya.divakar14@gmail.com

Morning meetings create a distinct sense of belonging and trust in

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Innovation

DEVELOPMENT OF THE INDIAN AND FRAMEWORK (ISELF)

SOCIAL EMOTIONAL LEARNING Based on a nation wide research study conducted by The Teacher Foundation Introduction

I

magine a class where every student gets an opportunity to know herself, express their thoughts and feelings, manage their emotions and responses, build better relations and make informed choices! But we need to do far more than just imagine!

So between 2012 & 2017, The Teacher Foundation, Bangalore conducted a nation-wide empirical study that has resulted in the development of ISELF, an

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age-banded Indian Social and Emotional Learning Framework for Grades 1 to 12. This article details out the genesis and purpose of ISELF. We began with a thorough literature review of the field of social and emotional learning (SEL) in India.

We found that children represent nearly 40% of the total population of this country (Census of India 2010-11). School goers across India are unable to express and articulate ideas in a cogent and coherent manner, they have

difficulty connecting to peers and adults in a confident and compassionate manner. Moreover there are an increasing numbers of young students reporting cases of bullying, depression and feeling disconnected with the world.

Something is obviously amiss!

To compound the problem, there is an absence of time and attention given to children in our schools.

There is a certain indifference to children’s lives beyond marks and academic or sporting success.

Our children go to schools but

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Innovation they are rarely given opportunities to share what they feel about themselves, their peers and society at large. This expression is essential for the development of their unique personhood. Being robbed of this opportunity is being robbed of their humanity. We are therefore a society in crisis!

While many organisations and education professionals in India are beginning to look at the seemingly ephemeral yet significant affective domain of social and emotional learning, there is an absence of a well-defined and clearly articulated age appropriate standards for SEL. This gap is being addressed by the Indian Social and Emotional Learning Framework or ISELF as it is appropriately called.

What is ISELF? ISELF is a research-based educational resource developed by The Teacher Foundation to foster social-emotional development of Indian children, using a carefully age-banded approach, from 6

years to 18 years. The ISELF will help teachers, counsellors develop 5 vital social-emotional competencies in children, Self Awareness, Self Management, Relationship Management, Social Awareness and Decision Making.

It is meant for anyone who has the best interests of children at heart!

It can be used by schools and teachers for teaching SE skills, developing content or creating curriculum for SEL; mental health professionals; child social workers as well as parents.

across 15 locations (urban and rural). Respondents included 90 heads, 850 teachers (grades 1 to 12), 3300 students (grades 4 to 12).

This empirical study was carried out to examine the relevance and desirability of the 5 competencies and arrive at an age banded Indian SEL Framework.

Based on the findings that emerged, the descriptions of the 5 competencies were revised and the ISELF was subsequently developed.

Where Did ISELF Originate From?

The genesis of ISELF was a contextualised framework incorporating some of the major SEL frameworks used around the world namely CASEL (Collaborative of Academic Social and Emotional Learning) from USA, SEAL (Social & Emotional Aspects of Learning) from UK and WHO’s Life Skills.

Data was gathered from 90 schools (private and government) from

There is an absence of time and attention given to children in our schools. There is a certain indifference to children’s lives beyond marks and academic or sporting success

How Can One Use ISELF? ISELF, as mentioned earlier, is an age banded framework which hinges on the 5 SEL competencies.

Each competency comprises of 2 to 3 learning standards and each learning standard has 2-3 learning outcomes. Finally, each learning outcome has a set of learning opportunities which students must be provided to develop their SEL competencies.

There are different ways in which ISELF could be used with children.

One important approach is to build the competencies provided in ISELF into routine classroom pedagogy. For example, if a teacher is teaching fractions in Maths, she could identify and weave in outcomes from ISELF linked to collaboration with peers,

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Innovation decision-making, self-evaluation – all of which are related to SEL competencies.

Besides integrating it into academic subjects, schools could dedicate a separate weekly period to focus on planned SEL sessions. Here ISELF could be referred to for developing specific age-relevant competencies and appropriate activities could be designed. ISELF could also be used to plan for interventions specifically for children with identified behavioural or emotional problems. Thereby becoming a handy reference guide for special educators and mental health professionals like counselors.

However, the use of ISELF would be most effective if it is incorporated in multiple ways. For example, alongside subject teachers using ISELF in their regular classes, schools could look at having focussed SEL programmes on pertinent issues identified by the school like bullying, peer pressure, exam stress, etc.

The Teacher Foundation recommends Jenny Mosley’s Whole School Ecosystemic Model of Quality Circle Time (QCT) to foster SEL. QCT is a group listening format, with a democratic approach that allows for each member of the circle, teachers and students included, an equal opportunity to speak up and share their views. The topics discussed are largely nonacademic and vary from expressing one’s feelings, likes / dislikes to raising concerns and solving class/ school-related problems.

that is part of the ISELF pilot. ‘With the kind of background that the kids come from where they have so many social and emotional needs which are not fulfilled.... there is no way teaching can be effective unless they (teachers) learn to address their (students’) social and emotional aspects.’ While sharing her experience of using ISELF in her class, a teacher from another pilot schools said, ‘I think I developed a special bond with them (students) and they know that there is somebody they can approach at any point of time with any issue, not just for Physics...’

The ISELF study was carried out by a core team of experienced educators, psychologists and counsellors at The Teacher Foundation. They were guided and supported from its inception, by an Advisory Board of eminent national experts in fields of psychology, counselling and research. The entire study was supported by Wipro Applying Thought in Schools and Maitri Trust.

ISELF is a researchbased educational resource developed by The Teacher Foundation to foster social-emotional development of Indian children, using a carefully age-banded approach, from 6 years to 18 years

Maya Menon Director, The Teacher Foundation Misbah Shahid Head, School Well-being Team, The Teacher Foundation Akhila Doraswamy Sr. Coordinator, School Well-being Team, The Teacher Foundation Monila Sapre Sr. Coordinator, School Well-being Team, The Teacher Foundation misbah@teacherfoundation.org

ISELF is currently being pilot tested in select private and government schools in Bangalore and North Karnataka. Despite some initial challenges of seamlessly integrating ISELF into classroom practice, the idea of using it to foster SEL in students has been largely welcomed by majority of teachers.

According to Ms. Jaya George, Director, Christel House, Bangalore, www.lxl.in

34 | Mentor | March 2019

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MYSELF

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