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2 | Mentor | May 2019
Let t
Vol. 12 | Issue 12 | May 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
Assets-Based Instruction in the Classroom......06 Obstacles in Learning a Language.......................09 Differentiated Instruction in Education...............11
14 Leadership
Accountability as Continuous Improvement......14 From Learners to the Stalwarts of Tomorrow........16
18 Cover Story
How Quality Leadership Aids in All - Round Development of Students..................18
23 Governance
Resolutions for the New Academic Year............23 A Holistic Education for All-Round Development.......26
29 Innovation
Global Engagement in Education.........................29 Shaping the Future of Education..........................32
All Rights Reserved 2016 EduMedia Publications Pvt. Ltd.
Publisher & Owner: Syed Sultan Ahmed Editor: Kalpa Kartik | Sub Editor: Aditi Dharmadhikari 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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T
oday we live in an effortlessly interconnected world, thanks to the leaps and bounds technology has made in this context, the term ‘global engagement’ has become a norm. Thus, need of the hour is a broad understanding of universal themes to be imparted to students and, an updated education system at par with international standards. Focusing on the education sector, we would like to be considered globally-engaged by the educators, schools, institutions and universities. From an educational point of view, we can define a globally-engaged educator as one who has significant interaction with the world and strives to include these inputs in the classroom. Adhering to this, teachers need to have an educational philosophy of their own to follow in the classroom, that is aligned with the school’s mission and vision. This teaching philosophy may vary from teacher to teacher. It may include objectives like encouraging the entrepreneurial spirit, encouraging freedom of expression, ensuring that students with learning disabilities exploit their potential to the fullest, etc. “The task of an excellent educational institution is to stimulate the apparently ordinary pupil to an exemplary achiever” says Ms. Sabita Tripathi, the Cover Story Principal of Krishna Public School, Chhattisgarh. Teaching requires a lot of commitment and sincerity, but also the wisdom to give the students adequate freedom to navigate and explore. Learning is their own journey; and they should never stop learning because growing stops when learning stops. This month, Mentor covers the above and topics like Assets-Based Instruction in the Classrooms, Obstacles in Learning a Language, Differentiated Instruction in Education, Resolutions for the New Academic Year, A Holistic Education for All-Round Development, Accountability as Continuous Improvement, From Learners to the Stalwarts of Tomorrow, Global Engagement in Education, Shaping the future in Education.
Kalpa Kartik Editor 3 | Mentor | May 2019
What’s Trending
?
ARE OUR
STUDENTS READY TO BE GLOBALLY BENCHMARKED BY PISA IN 2021?
“ I
“
t is impossible to win the race unless you venture to run, impossible to win the victory unless you dare to battle. PISA is a system that will benchmark students against a wide range of countries; it will give us an idea as to whether Indian students have acquired the key competencies to excel in the modern world. In the wake of the world becoming a global village, it would give us useful insights into the flaws of the Indian educational system. It would also help us in enhancing the quality of education, creating new knowledge and changing assessment policies so that we are at par with international standards. Any state-of-the-art technique requires guidance from an authority on the subject; India lacks experts who can provide assistance in this regard. A streamlined program would surely bring about the desired outcome. In the words of the famous poet Robert Frost, “I have promises to keep, and miles to go before I sleep. Shikha Trivedi Gurukul - The Real English School Sendhwa – MP
“ I
ndian students are still not ready to be benchmarked by PISA in 2021. The main reason for this is that our school education system is still very content-heavy and does not emphasise on the application of knowledge much yet. Our students, by and large, lack originality, for it is not given much credit in the present education system. To be compared with the best in the world, a lot of effort will need to be put in by educational institutions and by the Indian education system. Students should not be left to rely on coaching centres which, sooner or later, will start mushrooming with ‘PISA Classes’, as soon as they get a whiff of the same! Komal Singh Invent Education Chandigarh
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“ I
have my reservations on our students doing well when tested on a global platform. As a remedial educator I interact with many teenagers who do badly in studies — especially mathematics and science — with the main reason being difficulty in transference of knowledge. They lack the ability to apply the knowledge gained in class to solve problems.The emphasis of our education system has always been content-based rather than competencybased. If we want our students to be ready to be globally benchmarked by PISA 2021, then our education system needs to be revamped both for the urban and rural student population. They need to be given lots of mock tests to get ready to think differently and out of the box. Ms Farida Raj Centre of Special Education Hyderabad
4 | Mentor | May 2019
Sultan Speaks
Safe in the Web! O
ver the past 2 years the number of people who now have access to internet has grown at an unprecedented rate. Thanks to the telecom providers vying for bandwidth and market share the prices of data have come down dramatically. All of this sounds very good but it also brings with it a big challenge to the parents and the schooling community the world over. Children are exposed to World Wide Web like never before. Their access begins at a very early age and over the years their exposure to the internet is only increasing. Every house today has a Chief Technology Officer who is the 12 year old kid who knows a lot more than most adults in the house, certainly more than the average mother and in most cases the average father too. This is a dangerous combination, on one hand the access to technology and data has increased and on the other hand kids are the ones that have superior knowledge for this medium. This change has opened up a whole new world of exposure for our kids and adults have very little clue as to what their kids are up to. Most parents and teachers are still watching TV and their favourite channels and some have moved onto the digital platforms like Netflix kids have taken on to YouTube like fish takes to water. Kids are following YouTubers that most adults have no clue about. The variety of content that these channels could be dealing with is anybody’s guess - from gaming reviews, to toy reviews to cooking to discussing suicide options www.lxl.in
to hacking or best ways to hurt a schoolmate without getting caught. The challenge is that a lot of sensitive, violent and explicit content is available to children as there is very little in the name of censorship or control. Gaming is another big draw for kids and another big black hole for the adults who have no clue what the games entail and how the violence in these games impacts the psycho-social behaviours of children. Recently PUBG has been banned in several countries as many kids needed medical intervention as their addiction to the game had reached worrying proportions. TIK-TOK an app was banned recently as it promoted child pornography and child related crimes. Parents are at a big loss and have no idea how to deal with this issue which might turn out to be a modern day epidemic if we do not address it urgently. The schools are still too busy preparing children for the board exams and competitive tests. Keeping children away from gadgets is not the complete solution as they have an uncanny instinct to hunt it out. Schools today need to urgently address this issue and seek the support of experts from across the globe to build a plan to help both parents and children cope with this menace. If the schools don’t do it, who else will?
Syed Sultan Ahmed MD & Chief Learner @ LXL
5 | Mentor | May 2019
Pedagogy
ASSETS-BASED INSTRUCTION IN THE CLASSROOM A Deep-Dive into the Many Facets of the Assets-Based Approach
Introduction
S
chools play a highly influential role in shaping the lives of children. Most foundations are laid, opinions are formed, and mindsets and behaviour patterns are created in school. It is essential that we move away from the ‘one size fits all’ teaching approach, to prepare students for the realities of the fast-paced world of today. Schools need to cater to all the different kinds of learners in the classroom, and to meet their needs, both academic and emotional. But apart from identifying their needs, what if we embraced the assets that these students bring into the classroom? What if we actually took the time to recognise what each child brings - their strengths, their backgrounds, their family history, their beliefs and their emotions? What difference would this make in the classroom?
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What is ‘assets-based instruction’ in education? Assets-based instruction, or strengths-based teaching, focuses on the strengths of students, viewing these qualities as positive assets. This type of instruction values what each student brings into the classroom, and uses this as a foundation for their future learning. This could be the language that they speak at
What if schools embraced the strengths and talents that students bring with them into the classroom to lay a foundation for their future learning process?
home, the culture that they belong to, the religious background they hail from, their talents, etc. This requires a teacher to build a relationship with her students, to understand each one of them.
The Potential of AssetsBased Instruction in Classrooms Assets-based instruction focuses on the strengths of the students. This could take our education system to another level; especially in a city like Bangalore, where people from different states, cultures, religious backgrounds and speaking different mother tongues, live together. If teachers could learn a few lines of the different languages that the students speak, or understand their family backgrounds, I believe that they will not only be able to reach out to the students better, but will also open the minds of the 6 | Mentor | May 2019
Pedagogy other students by developing them into accepting global citizens.
How an Assets-Based Approach could Help Students It is believed that if educators embrace an Assets-Based type of instruction, higher levels of achievement can be attained by unlocking the students’ potential. Assets-based instruction builds on the strengths that students already have, which builds confidence and self-esteem, organically leading to success as the next step.
A Case Study to Support Assets-Based Instruction
The Two Sides of Using Assets-Based Instruction
A research project which was conducted using cultural knowledge for assets-based instruction did a study on Latino families of English language learners. It was found that by incorporating the assets of the students in the classrooms, working within the spectrum of the different backgrounds and experiences of the children, and including the native language, teachers were able to make the teaching and learning process more authentic, relevant and engaging for the students.
Some of the advantages that I foresee with the use of the AssetsBased Instruction would be a better relationship between the teacher and students, fewer behavioural challenges, an interest in learning and increased motivation among the students.
The same could be applied in our setting and context in India, where we have to educate many from marginalised backgrounds. Many a time, the schools these children attend spend most of their time trying to meet their basic needs, while emotional and behavioural problems take a backseat. The schools that I work with cater to these strata of society and I have noticed that teachers tend to completely overlook the strengths of each of these children. I do believe that if we could change our mindset and start focusing on these strengths right from the start, we will begin to see changes in the overall development of the students. www.lxl.in
On the other hand, assets-based instruction could also prove to be a tedious and time-consuming task for teachers, an increase in responsibility that could be stressful. As assets-based approach would require for a whole paradigm shift in thinking, from an inclination to identifying weaknesses (that is currently prevalent) to one that will identify
strength; this will take time. The attitude of teachers is another influencing factor; if teachers look at their professions as just another job, assets-based instruction will not work, as it would require for them to go beyond what is already expected of them. Another disadvantage that could come up is that most families, especially here in India, would not want their privacy to be invaded, which would be the outcome of the teacher trying to understand their student and her background better. An inclusive school that I work with in Bangalore uses a mix of Differentiated Instruction and Assets-Based Instruction in their classrooms, filled with a mix of children with special needs and
BRIEF BACKGROUND TO THE EDUCATION SYSTEM INTRODUCTION TO ASSETS-BASED INSTRUCTION ADVANTAGES OF ASSETS-BASED INSTRUCTION DISADVANTAGES OF ASSETS-BASED INSTRUCTION CONCLUSION
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Pedagogy ‘normal children’. The teachers go through a training of identifying the various learners in their classrooms, and how they can use their strengths and weaknesses to improve the learning process among the students. Autistic children and children with other special needs have their own skill sets and strengths, and if these can be tapped into, incredible changes in the teaching-learning process are on the horizon.
Assets-based instruction builds on the strengths that students already have.
Conclusion An assets-based instructional approach could create life-long learners who are confident to master new skills. It could also prove to be very beneficial in a world that needs more citizens who are self-assured, yet not competitive; who have empathy, who have a positive approach to life, and can be proactive and
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enthusiastic community members. Students with a school life which is positive, empowering and optimistic will produce citizens that will impact the world around them similarly.
Anupa Gnanakan is a teacher with a passion for quality, meaningful and student-centred education for children from underprivileged backgrounds. She has a passion to turn schools into places where children feel safe, happy and excited, by inculcating a curiosity to learn and discover. With a BA in Psychology, Anupa Gnanakan is a trained Montessori teacher who later pursued a Post Graduate Diploma in The Comprehensive Management of Teaching Children with Learning Difficulties, and an MA in Special and Inclusive Education from the University of Northampton. After 15 years of teaching in various schools across Bangalore, she is now the Director – Education at the ACTS Group of Institutions, a NGO that is dedicated to providing quality and accessible education. She currently resides in Bangalore, India, with her husband Daniel Sundaram, their three children and four dogs. You can get in touch with her at anupa.gnanakan@actsgroup.org.
8 | Mentor | May 2019
Pedagogy
OBSTACLES IN LEARNING A LANGUAGE How to Overcome Barriers to Teaching English
Introduction
“
Teaching is that supreme art that awakens joy in creative expression and knowledge.” – Albert Einstein We, teachers who love teaching, try our utmost to teach children to love learning. We are in a noble profession that’s not only challenging, but also very rewarding at the same time. Choosing to become a teacher involves traversing a path that is dotted with many obstacles along the way; upon analysis, it has been found that one of the hardest jobs in the world is that of a teacher’s. When it comes to teaching a language, Anne Sullivan Macy has aptly stated, “I never taught language for the purpose of teaching it, but invariably used language as a medium for communication of thought; thus, the learning of language was coincident with the acquisition of knowledge.” Teaching requires a lot of commitment and sincerity, but also the wisdom to give the students adequate freedom to navigate and explore. Learning is their own journey; they should never stop www.lxl.in
learning because growing stops when learning stops. I teach English to Middle School students and there are certain common problems I face with my students year after year, that I’m sure other educators will resonate with. Having been in this field for more than fifteen years, I have been able to come up with a few solutions to these problems.
No ‘Spoon-feeding’ Certain students are so dependent on their teachers that they look to them every single time for answers. Instead of handing them the answers right away, motivate them with words of encouragement to think for themselves. Let them figure out their own answers, as this will invariably make them confident in their own capabilities.
Usage of First Language It is evident that students are comfortable with the usage of their first language, as they are accustomed to it. Let the students know that English Class has to be conducted in English, and that no other language is permissible in an English class. Motivate them with a reward on following the rules.
When it comes to teaching a language, Anne Sullivan Macy has aptly stated, “I never taught language for the purpose of teaching it, but invariably used language as a medium for communication of thought
How to Deal with Dominating Students In each class, there are always some slightly more dominating students, who have a tendency to dominate the smooth running of the class and to hamper ongoing learning by interrupting the class. The others follow suit and the quality of the learning environment dwindles as result. Instead of losing their, temper the teacher should tackle these situations with grace and diplomacy. Try to put dominating students together, so that they wind up learning with others; this might also prevent innocent students from being distracted. 9 | Mentor | May 2019
Pedagogy learners. The motive should be to excite the students about learning, speaking, reading, writing and comprehending English efficiently.
How to Keep the Class’ Attention
those who prepare for their lessons in advance. The teacher should be able to accurately convey the importance of attending the class with proper preparations by rewarding the students who come well-prepared. This gesture would undoubtedly motivate the others to follow in their footsteps.
Proper planning in advance can go a long way in grabbing and keeping the attention of even the most restless students. In order to make the class interactive, the teacher should begin with an icebreaker or activity. They should try including an interesting story, Partnering Students up a humorous joke or an innovative Based on Personality experiment to make the topic interesting for the whole class. This A classroom is a place where will also help them build a good clashes among students of varying personalities are quite common. rapport with the students. The teacher needs to use his or her discretion and set partners for assignments in a manner that avoids conflict between students. If the set-up is perfect, the ambience of the class will automatically be Teaching requires positive and conducive to learning. a lot of commitment
and sincerity, but also the wisdom to give the students adequate freedom to navigate and explore.
Motivating Students to Prepare Sufficiently for Classes Some students are in the habit of attending class without prior preparation, and this might slow down the learning outcome of even www.lxl.in
Conclusion Teaching English can be a fun challenge. Although the planning part of the process might seem like a tedious task, rest assured that, with consistent efforts, you will soon get a hang of it. The most rewarding situation is when the learners are able to grasp the learning outcome. Keep showering appreciation on your students so that they are motivated and encouraged to speak and write English confidently. Being a teacher of English, it is very important that one must not only teach, but inspire and empower the
Kiran Rawat is a postgraduate in History and English Literature. She has been working in the field of education, teaching English for 15+ years. Teaching is her passion as she loves to impart education to the students and to help them venture into the world of imagination. She likes reading and writing for pleasure. She tries to keep herself updated by surfing the net. She believes that teaching is an on-going process that consists of life-long learning and the desire to learn. She has been awarded the India Education ICON AWARD 2018 by CED, and the Dr. Sarvepalli Radhakrishnan School Excellence Leadership Award 2018. You can get in touch with her at kiran. rawat@bluebells.org.
10 | Mentor | May 2019
Pedagogy
DIFFERENTIATED INSTRUCTION IN EDUCATION A Look at the Differentiation of 4 Classroom Elements
Introduction
I
n line with the UAE Vision 2021 National Agenda, the government of Dubai initiated yearly inspection cycles in 2009 to upgrade the standard of school education to match international standards; this led every school in Dubai to try and adopt the latest pedagogical strategies. This was to put an end to rote-learning and to ensure that the learning process would cater to the individual needs of students. The schools here, including ours (Gulf Indian High School Dubai), adopted Differentiated Instruction as one of the best methodologies of instruction.
What is Differentiated Instruction? Differentiated Instruction involves tailoring the instruction to meet individual needs of the students. At its most basic level, differentiation consists of the efforts of teachers to respond to variance among learners in the classroom. www.lxl.in
Whenever a teacher reaches out to an individual, or a small group, to vary the manner of teaching with view to create the best learning experience possible, that teacher is differentiating instruction It is a scientific method of pedagogy which categorically accepts the facts that every child is unique, and the way each child learns is different from others. Whenever a teacher reaches out to an individual, or a small group, to vary the manner of teaching with view to create the best learning experience possible, that teacher is differentiating instruction. Teachers can differentiate at least four classroom elements, based on students’ readiness, interest, or learning profiles; namely Content, Process, Product or Learning Environment.
Differentiating Content Content includes the curriculum topics, concepts, or themes. It presents the essential facts and skills and reflects State or National standards. Differentiating content involves providing students with choices in order to add depth to learning, along with additional resources that match their levels of understanding. Teachers at my school, Gulf Indian high School Dubai, use a variety of techniques to differentiate content. They are as follows: Teachers use ‘hands-on’ activities for some learners, and use texts or novels at more than one reading levels, in addition to using a variety of reading-buddy arrangements to support and challenge students. Whenever required, they also reteach students who need further demonstration or exempt students who already demonstrate mastery from reading a chapter, use texts/ sophisticated computer programs (like Razkids, I read Arabic), etc. Bloom’s Taxonomy is effectively 11 | Mentor | May 2019
Pedagogy used to encourage thinking about content at several levels using advanced programs like Gizmos in Science and Math.
Differentiating the Process When teachers differentiate process, they teach the same concept or skill to each student. However, the manner in which each student makes sense of the topic or skill can vary. Therefore, teachers should vary the activities students use to master the concepts or skills. Examples of differentiating process include: • Using Tiered Activities • Providing Interest Centres • Interactive Journals • Graphic Organisers • Jigsaw Activities, • Offering variable factors, like varying the length of time a student may take to complete the task.
Differentiating Products When teachers differentiate products, they assess the same concept or skill for each student at the end of a unit of study; however, teachers offer their students a variety of ways to demonstrate their knowledge (e.g., video or a written report). Teachers should also include visual, auditory, and kinaesthetic (i.e., involving movement or hands-on activities)
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options as well as analytic, creative and practical ones. They might also allow the students to complete the product alone or as a group. Examples of differentiating products include giving students options of how to express required learning (e.g., create a puppet show, write a letter, or develop a mural with labels), using rubrics that match and extend students' varied skill sets.
Differentiating the Learning Environment Examples of differentiating learning environment level include making
sure there are places in the room to work peacefully without distraction, as well as places that invite student collaboration. Teachers can provide materials that reflect a variety of cultures, set out clear guidelines for independent work that matches individual needs, develop routines that allow students to get help from other students when required or help students understand that some learners need to move around to learn, while others do better sitting quietly (Tomlinson, 1995, 1999; Winebrenner, 1992, 1996).
Major Challenges along the Way Challenges faced by our school included the need to change the mindset of teachers, many of whom are set in the traditional teaching styles and give them the necessary training. Tests like Baseline Assessments, Pre-tests, CAT4 by GL, ASSET etc. were also conducted by the school and their results were thoroughly analysed to get the required information for effectively practising Differentiated Teaching.
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Pedagogy
Easy Practices Recommended for other Schools • Creating Learning Centres • Using task cards • Using collaborative learning strategies like think-pair-share • Interviewing students • Filling in reflective learning Journals at the end of the lesson/unit • Implanting goal-setting exercises • Grouping students with similar learning styles together • Using different sets of reading comprehension activities • Tiered Products • Tic-tac menus • Using rubrics that match and extend students' varied skills levels • Open-ended projects
The Pros and Cons of Differentiated Instruction Practising this pedagogical method in the school has ensured that the constraints of traditional pedagogy are no more haunting our school communities. The evident progress in the learning outcome of students, www.lxl.in
their critical thinking, questioning and problem-solving skills has translated to our students easily attaining the targets in international assessments. As a result, the classrooms evolved to be fully studentcentred, with an emphasis on activity-based learning. Student engagement grew significantly, and consequently, the student performance in internal exams, Board Exams and particularly in International Assessments like ASSET Dynamic, eTIMSS, ePISA, ePIRLS and PISA Based Test for Schools went up. One of the major concerns was the time required to complete the vast syllabus of our curriculum.
Conclusion As an educator, I strongly recommend differentiation in learning and the way it supports the concept of inclusion in a classroom. I feel that Indian classrooms need to incorporate at least the relevant parts of Differentiated Instruction, if not the concept in its entirety, to replace the ‘one-delivery-fitsall’ concept of the teacher-centric lecture method prevalent in most of our classrooms.
Mr. Muhammad Ali, with more than 32 years of experience in teaching and administration, was appointed Principal of Gulf Indian High School Dubai in 2016. Beginning his career as College Professor in 1987 in Kerala, he has a rich experience of teaching at both School and University levels there. He has been in the educational arena of UAE since 1992 and has served as the principal of many schools in the UAE before taking over at GIHS Dubai. He has served schools in Al Ain, Sharjah and Ras Al Khaimah, with a 16-year experience of senior leadership roles. His expertise ranges from teaching to working as a resource person to training teachers, in varying areas of pedagogy, curriculum, and school self-evaluation. An orator, motivational speaker, an advocate of inclusion and STEM activities, he has many laurels to his credit. Originally hailing from Palakkad District of Kerala, he is currently settled in the beautiful hilly town of Nilambur, Kerala. principal@gihsdubai.com
13 | Mentor | May 2019
Leadership
ACCOUNTABILITY AS CONTINUOUS IMPROVEMENT The Various Aspects of Accountability of Teachers
Introduction
A
ccountability is a major tool to assess an institution, and it can pave the way for the institution to grow, provided the school leader creates a conducive environment for such growth. It should focus on teachers handling more responsibility, and emphasising on academic improvement and professional enhancement, with the ultimate aim being to actively engage students to the best of their potential. This will ensure that the school progresses towards excellence. The school leader plays a crucial role in using his discretion to ensure staff members are a good fit for their roles, taking into account their competencies, skills and interests.
The Importance of Accountability Teachers should be accountable for the tasks allotted to them, and they should be proficient in their subject. They should be open to using different teaching strategies, with a wide range of activities included in imparting concepts to the class. Using different kinds of teaching aids such as audio-visual media, field trips, and hands-on www.lxl.in
learning immerse the students in active learning. The teacher’s technical skills, including digital knowledge, will also go a long way in producing the desired learning outcome.
The teachers who are new to the school or who may not be as competent as the others can be provided guidance from the senior and accomplished teachers
The Direct Impact of Adequate Accountability on Students Each teacher should realise that it’s not only the academically brilliant, but the average and the slow learner, too, who should be catered to. Each child should feel a sense of worth and should be encouraged to acquire knowledge and skills, for which the teacher should
provide individualised learning. All the students, irrespective of their academic abilities, will find that the school environment prepares them for lifelong learning and skill acquisition. The teacher should also motivate all the students to lend a helping hand to the ones lagging behind, whenever required, and encourage students to play to their strengths. The classroom is not only about academics, and it is important to emphasise on co-curricular activities to allow other areas of multiple intelligence to flourish. The teachers must provide the time and space for each ‘flower’ to bloom.
The Different Aspects of Accountability for Teachers The teacher’s accountability starts with providing clear guidelines to them when they join the workforce of the establishment. It should be reinforced during the orientation trainings done at the start of each academic year, and it should be constantly communicated to them by the leader during formal staff meetings and during informal discussions.
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Leadership Moreover teachers should be given ample resources to improve their teaching methodology. They should be part of a network of teachers teaching the same subjects, so they can gain insight into different perspectives, and ensure that they are up-to-date with the latest advancements in their field. This will not only build confidence in the teachers, but will enhance their professional knowledge.
Practices that can Improve Accountability among Teachers A good teacher will help the student to work out some projects to connect with the society around them. During Sports Day this year, we had students sell snacks and refreshments made by the students themselves, the proceeds of which went to provide food and refreshment to the metro workers, who were working in the sun, near the school campus. The teachers who are new to the school or who may not be as competent as the others can be provided guidance from the senior and accomplished teachers. Teachers should be given the space to grow. A positive environment is powerful and it allows for experimentation and choosing the best practice through trial and error. Once the teachers have found a methodology that works for them, it can achieve game-changing results. The fear of failure, being humiliated or losing your job - these are deterrents to growth. Parents play a pivotal role in the teaching-learning process; the home should be an extension of the school. What is done in school should be reinforced at home, especially reading and conceptual learning. Important values like environment sensitivity can be instilled, when all the members of the house are careful not to waste water and electricity. Garbage www.lxl.in
segregation and how to reduce plastics can be taught at home itself. Parents can be role models for the child so that they can imbibe sound values.
The classroom is not only about academics, and it is important to emphasise on co-curricular activities to allow other areas of multiple intelligence to flourish. The teachers must provide the time and space for each ‘flower’ to bloom
Measuring the Progress of the Students to Track Accountability There are periodic school evaluations and, subsequently, grades obtained for each of the subjects that measure the progress of the student. The evaluation procedure need not always be a test with pen and paper, but can include seminars, quizzes, crosswords, projects and case studies. The skills of students in cocurricular activities like sports, music and dance can be graded as well. More than excelling, their participation must be encouraged and appreciated. A feedback should be given along with an analysis on the child’s strengths and weakness. Factors like the student’s level of involvement in social service activities, his or her behaviour and attitude, his level of compassion, his interests - all these should be carefully observed. The teacher’s aim should be to make the student accountable in all these facets of his personality.
Conclusion Accountability is more of a leader’s concern and it is the principal who can provide a workplace culture that fosters growth and improvement in both the staff and students; this can happen only in a positive and nurturing environment. The institution must give its staff members a lot of support. The members should trust each other and be happy to work as a team. While planning and executing the year’s activities, programs and curriculum dissemination, the vision and mission of the institution should always be kept at the forefront of the mind. Only then can the school, as a complete team, grow and achieve new heights of success.
After completing her M.Sc and B.Ed, Susan Varghese Cherian worked in the National Museum of Natural History (New Delhi) as an Educational Assistant. In 1999 she took charge as the Principal of Rajagiri Public School Kochi and continued for 18 years. After her retirement in 2017 Susan took over as the Dean of Tolins World School, Malayattoor. She believes in promoting Environmental Sensitivity and Enhancing Emotional intelligence through her lectures and nature trips. susanvargheset2003@gmail.com
15 | Mentor | May 2019
Leadership
FROM LEARNERS TO THE STALWARTS OF TOMORROW
Helping Students Exercise Leadership as a Form of Natural Self-Expression
What Makes a True Leader?
“
Be the change you want to see in the world.” - Mahatma Gandhi
Mahatma Gandhi has rightly captured the essence of being the guiding light for all those who seek it. Epitomising a true leader, he strived towards pushing India’s struggle for freedom to a whole new level and the rest, as they say, is history.
Effective and unhindered listening leads to effective learning, which consequently leads to effective comprehension of concepts
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If a person has the ability to persuade people towards a common goal, he is a leader; if he or she possesses the skill to make a horde of people place unblemished belief in his words, he is a leader. If a person has the eminence to make people willingly act on his commands and has the proficiency to lead them towards realising their collective goals, he is indeed a true leader.
The First Step towards the Ontological Model of Leadership I believe that the first and the foremost step to exercise effective leadership is to listen, because it is the roadway to eternal wisdom. Effective and unhindered listening leads to effective learning, which consequently leads to effective comprehension of concepts. It is worth noting that mentors create leaders who will eventually leave a trail of leaders after
them, and thus, the process continues without cessation. But this bequeathal demands the prospective leaders to immerse themselves into the intricacies of this social laboratory that we inhabit. This facilitates the gradual transition from a thriving individual to a body of knowledge and empathy.
Application of the Ontological Approach in a Practical Setting I adopt the transformational leadership style to mentor my students; it facilitates greater learning and promotes a healthy relationship within their working groups. I ensure I state clear goals for the team while assigning them with projects or during school events. This inspires them to garnish their endeavours with a dollop of novelty besides infusing in them an undying spirit pof diligence and perseverance.
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Leadership Once the responsibilities are delegated and their areas of work are clearly defined, they put their heart and soul into achieving unprecedented levels of success. Thus, they amalgamate reason with creativity and grow as individuals as a result of working together with a myriad of minds, coping with the same circumstances and enjoying the fruits of a mutual victory. This practice, when carried out frequently, results in a confident and blossoming individual who can decide not only for himself, but for his team as well in the long run. Thus, from naĂŻve teammates, they metamorphose into leaders of the forthcoming generations, tapping into their innate potential. The personality traits imbibed during this due course of learning has helped students achieve success in both cross-functional and crosscultural roles. During many a session of Model United Nations, I have witnessed my mentees take charge with utter confidence, stand tall with a firm stance to the opposing jury, and vouch vociferously for their beliefs.
Sharing with them our own experiences can help our mentees blossom vitally and will equip them with traits to succeed in the fulfilment of the goal at hand; thus, advancing their journey towards being a true leader
Leadership as a Form of Natural Self-Expression Harvard Business School has placed great emphasis on leadership being exhibited by an individual as their natural selfexpression. The mentors can facilitate this by helping their www.lxl.in
mentees understand different perspectives of a situation, aiding them in emulating traits such as rising to the occasion with finesse, and putting forward their best as the situation demands, with spontaneity and skill. Another way to achieve the same would involve the mentors sharing their own experiences with their mentees, and shedding light on the nuances of leading a team and working towards a common goal. These techniques can inspire them and instil a passion for working together with other people. Experiential learning has, since time immemorial, been triumphant in showcasing its effectiveness in this domain.
Conclusion Real-time references in an evolving world have been successful in making millennials understand what the world expects of them at a social level. On similar grounds, school activities moulded to teach its students the key to becoming an adept leader are likely to have the same response from the blooming buds of tomorrow. Hence, the ontological approach of leadership can help hone the leadership skills of students to realise being a leader as a form of natural self-expression and acting like one at every stage of their life.
Summary Leadership is a legacy that leaders hand down from one generation to another. This process is no cakewalk, though; it entails numerous steps which call for a disciplined environment with unrestrained attention of the propagator, so that he may effectively delve into the intricate details of being a leader. The first step towards the fulfilment of this practice is listening, resulting in effective circulation of information. The students of my school, for whom the transformational learning pattern has proven very
effective, have experienced a massive transformation and have become more willing to take up challenges. Sharing with them our own experiences can help our mentees blossom vitally and will equip them with traits to succeed in the fulfilment of the goal at hand; thus, advancing their journey towards being a true leader.
Kavita Ojha Tewari is the Head of Department of Social Studies at Seth Anandram Jaipuria School, Kanpur. Born and brought up in the steel city of Jamshedpur, she did her schooling from Sacred Heart Convent, Jamshedpur. With a Master’s in Geography from Ranchi University, she caters to classes X-XII. With a teaching experience of 25 years and 24 years as an ICSE examiner, she loves to coach students and help in their overall personality development. Her style of teaching involves an amalgamation of anecdotes and interactive exercises. Currently the senior school coordinator, she mentors students for Model United Nations. kavitaojha@gmail.com
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Cover Story
HOW QUALITY LEADERSHIP AIDS IN ALL-ROUND DEVELOPMENT OF STUDENTS A School Leader Delves into the Effective Practices at her School
Introduction
QUALITY LEADERSHIP
here has been a lot of debate and research over which aspects attribute to a successful school. In this article, we raise some pertinent questions that are worth asking.
True leadership is capable of harnessing the full potential of staff and students, with an equally competent administration in place. To consistently perpetrate excellence in the learning environment, the prerequisite is a stupendous leadership.
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What 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? We travel to the Steel City of Bhilai, Chhattisgarh, through the vivid words of Ms. Sabita Tripathi, Principal of KPS Nehru Nagar, in this story. According to her, “The task of an excellent educational institution is to stimulate the apparently ordinary pupil to an exemplary achiever.” www.lxl.in
True leadership is capable of harnessing the full potential of staff and students, with an equally competent administration in place Using the “five factor theory” based on research by celebrated international authors and educators, David Miller Sadker and Karen R. Zittleman, Ms. Sabita Tripathi brings to life the story of KPS Nehru Nagar, Bhilai, based on the five common characteristics that effective schools seem to share.
Responsibilities should be bestowed upon capable individuals, with a free hand to work on them. Regular consultation and cross-checking with the Principal regarding the tasks undertaken and accomplished, pave the path to further success.
A Key Practice of your School that Promotes Leadership Skills Be it methodology, curriculum or planning, the Head of the Institute 18 | Mentor | May 2019
Cover Story has made it a convention to stay abreast of the latest developments in the field of teaching. In this context, the Principal had the opportunity to be a part of a vital interactive exchange program in London, privy to precious aspects of school management that could be implemented in the school. Teachers are encouraged to be a part of national-level workshops, seminars and symposiums to expand their knowledge base. During the School Day celebrations, they are on the receiving end of awards and ample appreciation in full view of the students and guardians for their efforts throughout the academic year.
The Outcomes of Practising Quality Leadership Leading by example can have a fantastic outcome. The teachers look up to me for guidance, and standing firmly by their side with words of assurance through thick and thin boosts the morale of my team considerably. Due to this, my school teachers are known in this Steel City for their supreme subject knowledge, extreme devotion and loyalty towards the Institution and their profession.
because of the regular interaction between the members of the Management and the teachers, and the fine rapport they share. This provides an opportunity to resolve any problems in a timely manner, leading to the smooth functioning of the system.
Parameters to Judge the Success of your School • The all-round development of students: This is truly the need of the hour. Academic brilliance combined with physical fitness can bring about a wellrounded personality in the student, endowed with mental and physical alertness along with having imbibed key human values. The Institution provides training in various games with expert guidance and has produced many a sparkling sportsperson, many of whom have proved their mettle in the fields of cricket, judo, archery and football, to name a few, in national-level tournaments and competitions.
• Development of Life Skills: Special morning assemblies, based on topics like Earth day or Girl Child Day are organised to develop empathy and benevolence in the minds of the students. The children have the opportunity to practise these traits firsthand when they spend a day at the Old-Age Home, or spend time with the inmates of Special Children Homes and Schools.
Practices in your School That Enable Teachers to Reach their Higher Potential Each member of my team is encouraged to attend seminars and symposiums, keeping them abreast about the developments in their field of studies. Teachers are exposed to Board paper evaluations in order to hone their analysis skills. Examination papers in the schools are assessed in a flawless manner within a stipulated time period.
HIGHER EXPECTATIONS FROM THE WORKFORCE High achievements are always the result of high expectations. A leader’s expectations from his team can drive the team to resolutely meet targets in a prompt manner. Upon occasion, such high expectations lead to certain failures and a fleeting imbalance in the system. It is the Head of the Institution’s prime obligation to discuss with the concerned members, clarify any queries and motivate the team to pursue the given target with reinforced zeal. I have not, in my tenure as the Head of the Institution, come across such a mismatch. This is www.lxl.in
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Cover Story SCREENING STUDENT DEVELOPMENT REGULARLY How does your school regularly screen student development? Student development is screened regularly in our school on an internal, as well as external, basis. Regular weekly tests, quarterly and half-yearly exams, along with an annual exam help in screening their academic growth. Apart from these, practical exams as well as internal classroom assessments of learning by the subject teacher contribute to the evaluation process. In the field of sports and other co-curricular activities, various competitions at the school, interschool, State and National levels further depict the overall growth of the student and the school.
The Best Practices that have Improved Students’ Performance • Clear instructions are given by the teachers for assignments after the completion of a topic.
• Examples of previous years’ high-quality work are provided as a guideline to bridge learning gaps. • Teachers try to understand the emotional and psychological side of the students, which at times helps to remove obstacles in learning. The longterm mentoring program helps build a healthy student-teacher relationship. • The vision of the School Management is shared with the students, the Management and the teachers so that they can work together and invest in that vision. • The students’ appetite for learning is developed through educational aids such as Atal Tinkering Lab, special coaching classes, attending lectures of eminent scientists, careercounsellors and subject experts etc.
How to Assess the Individual Skill Sets of the Student beyond Academics Beyond academics, the wholehearted participation of the
The main focus as an Institutional Head is to imbibe in children the value of basic etiquettes and proper discipline along with academic excellence; to aim fine balance between the two students in various competitions in the field of sports, co-curricular, Fine and Allied Arts at Interschool, State or National Level is an integral part of the teachinglearning process. We can boast of having champions amongst our students, who have bagged Gold, Silver and Bronze medals in the previous year’s Divisional, State and National school’s Games Federation of India (SGFI) in judo, archery, karate, skating, fencing, football, volleyball, badminton, chess, kabaddi, armwrestling and gymnastics etc. The Commonwealth International Karate championship and Open International Championship (Karate) saw students of Krishna Public School receiving international recognition. Krishna Public School is also a cradle for talented fledglings exploring the fields of Fine and Performing Arts. These students are provided tutelage by proficient masters of music, dance, drawing and painting. At the end of their training, these Fine Arts enthusiasts and Performing Arts practitioners of Kathak, Bharatnatyam, Odissi, Kuchipudi and some western dance forms, give exams conducted by the Indra Kala Sangeet Vishwavidyalaya, Khairagarh, to test their prowess.
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Cover Story Assessment Measures Used by your School to Compare Students’ Performances Nationally & Internationally Students who are keen on strengthening their command over the English language are provided with the required means. Students who wish to further their academic career in European institutions upgrade their linguistic skills by pursuing the Cambridge English Assessment Programme, a facility that is available to them oncampus. K.P.S. believes in producing ‘Maths Magic’ in its Mathematics Lab, by creating a deep interest in Maths. Even the most average students lose their fear and develop a genuine interest in Mathematics through high-level but easy playway methods, quizzes, Sudoku and puzzles etc.
Problem Areas of Learning at Classroom Level that have been Successfully Identified and Resolved Various teaching methodologies are used in the classroom to ensure that the teaching is effective, interesting and student-centric. The best examples would be of the
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storytelling method, using smart boards and online multimedia. This has been successful in bringing about fantastic results. The problem areas of the children who aren’t performing that well are identified and these children are given special training and emphasised coaching.
The 21st Century Skills your School Curriculum Addresses • Technological Skills: The school curriculum has incorporated the use of software, electronics and technical knowledge from the Primary level itself; by the time they reach Secondary level, many of them are adept at programming and designing. • Developing a Keen Curiosity for Science: There are efforts made to deepen scientific curiosity and to make the students realise the importance of artificial intelligence, vast exposure is given to them through seminars and workshops. • Activities to Foster Interest in Science: The study of Space is an integral aspect of modern scientific nuance, and the children participate in Olympiads to reinforce their understanding of this aspect of science. Classes
are conducted after school hours to promote their scientific temperament. Children also participate in various Science Quiz Competitions, at the State and National levels; all of these activities imbibe in them zeal to amass scientific prowess.
CLEAR GOALS AND DIRECTION FOR THE SCHOOL Focus Areas & Goals for your School The main focus as an Institutional Head is to imbibe in children the value of basic etiquettes and proper discipline along with academic excellence; we aim for a fine balance between the two.
How does a school leader bring together every school stakeholder to accomplish goals? The monthly PTM and staff meetings develop a conducive atmosphere for accomplishing the desired goals. The students, parents and the teachers are brought face-to-face in presence of the school leader to tackle difficult situations. Various projects and assignments, targeting the capabilities of the students and
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Cover Story taking into consideration their family background, improve the students’ performances; this brings in laurels and pride for all the stakeholders involved.
SAFETY AND STRUCTURE Parameters Used to Consider a School Safe The school’s safety is of prime importance. The school is connected through CCTV’s, Wi-Fi and the latest technologies are in place to ensure quick relay of information. The teachers stay vigilant and help administrative staff members and the guards make the campus very secure for the children. The regular sending of SMS, regarding the attendance of the students, to the parents assures the parents that their ward is safe in the school campus.
UNIQUE ACHIEVEMENTS OF THE SCHOOL A Unique Achievement of your School Stemming from Having Addressed These Parameters With view to equip the children to face the challenges of the current industries, the ones having high
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potential are trained separately by subject experts in the fields of their choice. This practice has yielded very positive results. Many students have carved a niche for themselves in prestigious careers including Engineering, Medicine, Legal, Defence Services, Chartered Accountancy and Banking etc. The students’ success in the IIT, NEET and CLAT exams are praiseworthy.
A Success Story of your School To help the children give shape to their scientific inclinations, The Atal Tinkering Lab has been set up; using this facility, the students have designed machinery and equipments, which have gained wide recognition and accolades. These useful implements have been deemed useful and workable, and have been selected for mass production. The patents of these paraphernalia would be in the name of the students who designed and displayed them in the scientific and technological forums.
Conclusion Today, the school stands as one of the leading Temples of Learning in the state of Chhattisgarh. The endeavour is to elevate this brilliant Institution to be the most eminent one in whole of Central India.
This requires me to model the very qualities desired in my team, which students will also pick up eventually. This will bring us all together as a community to attain new benchmarks of success and exceed expectations.
About the School Leader Madam Sabita Tripathi hopes to build a better world by educating children and firmly believes in the saying, “The real destiny of mankind lies in the education of its children.” Born into a pious, traditional family, she grew up dreaming of working amongst children. Having achieved her academic excellence in both the fields of Commerce & Science, she started her career as the Vice Principal of Krishna Public School, Nehru Nagar, Bhilai, and very soon progressed to becoming the Principal of KPS, Sunder Nagar, Nehru Nagar, and then, the Director of KPS, Narmada Nagar, Koyla Vihar & Rama Life Bilaspur as well as KPS, Amleshwar & Umda Road, Bhilai – 3 and Pragati Nagar, Bhilai. Her journey is filled with her many achievements in the field of education. She was conferred with Doctorate/D. Litt. by the University of Asia, Nepal and South America. The various awards she has received, like the Best Teacher Award by the SAIL, State Govt., Zee News, Appreciation Memento by SOF, India Leadership awards, 2018, by Blindwink Pvt. Ltd., Bengaluru further add feathers to her cap. She can be reached at savita.kps@gmail.com
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Governance
RESOLUTIONS FOR THE NEW ACADEMIC YEAR A Go-To Checklist for Every Educator
Introduction
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he new academic year is a time for new resolutions and new beginnings. A time to start anew; to learn, relearn and unlearn. Every educator who aims to take their school to new heights should have a checklist for the new academic session. With disruptive innovation being seen as the key to success in the industry, we need to take stock of what a school needs to do in this regard to raise competent students who are a good fit in the new age matrix. Here are the key areas schools should focus on in 2019: I. E volution of a Teaching Philosophy Encourage teachers to have an educational philosophy of their own to follow in the classroom that is in alignment with the school’s mission and vision. Clearly laying down a philosophy in black and www.lxl.in
Activity-based learning through group discussions, mock interviews and flipped classrooms instil a sense of curiosity in the child and foster problemsolving skills.
white helps them gain clarity of their own goals and results in effective teaching. This teaching philosophy may vary from teacher to teacher; it may include objectives like encouraging entrepreneurial spirit, encouraging freedom of expression, ensuring that students with learning disabilities are able to exploit their full potentialetc.
An activity like this at the beginning of the academic session gives a clearer understanding of the path ahead and reinforces each teacher’s commitment to the school vision. II. Continuous Professional Development Invest in the professional development of teachers. Orientation programmes, academic retreats and teacher training programmes at the beginning of the year help in the teacher’s professional growth. Current times call for a more participative style, with innovative teaching-learning practices through debate, role play, using games etc. This empowers teachers by making them active participants and collaborators in the improvement of the school. Subject-specific capacity building workshops help the teachers update themselves with the latest developments in the field, and expose them to modern 23 | Mentor | May 2019
Governance pedagogical tools. Teachers need both external and internal motivation to reach their full potential;they should be encouraged to attend workshops that build their leadership capabilities and apply for teacher awards from CBSE and other reputed organizations. III. Streamlining Processes & Systems Improving school processes and systems, both academic and administrative, is one essential aspect the school management needs to focus on. Based on a thorough assessment and review of the existing systems, a policy guideline for the new academic session should be put in place. These areas may include – school admissions, school examination policy, schoolbooks purchase and distribution policy, school website and communication policy etc. Schools are often risk-averse, and are loathe to making changes in their existing systems. Vacation time is the apt time to thrash out a foolproof strategy; whether it is curriculum planning or timetable readjustments, all stakeholders should be involved to ensure the trial and error process is fruitful. IV. Stakeholder Satisfaction All stakeholders - the students, parents and teachers - need to feel a sense of fulfilment on account of the school; this lies at the very core of the success of a school. For the student - All school activities, events and the curriculum should be passed through the filter of student satisfaction. Add more activities and programmes which allow students creative play
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and the chance to explore and display their talents. Adequate breaks and physical education and team activities ina typical school day make for a happy child. Examinations should be childfriendly and adequate remedial teaching, peer-mentoring and innovative techniques should be used to ensure individualized attention.
All stakeholders the students, parents and teachers - need to feel a sense of fulfilment on account of the school; this lies at the very core of the success of a school.
Very often, our educational system adopts the rote learning model,and achieving good marks becomes the overriding objective. Teachers should encourage
classroom interactions and adopt pedagogical models like project and problem-based learning. For the parent Clear and transparent lines of communication, such as regular school circulars, a messaging system and a website,should be maintained so that parents feel like active participants in the growth of their child. Teacher fulfilment - A contented teacher makes for a contented student. The beginning of the year is a nice time to hand over fresh responsibilities and convey trust and appreciation. V. Transformational Leadership A leadership and management that stays tuned to the changes in the educational space will always emerge ahead of the game. Currently, all schools tend to follow a formal, structured curriculum which tends to burden a child. The schooling programme should be more holistic with projects, literary and art-based initiatives and club activities. The focus should be on replacing rote-based learning with
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Governance skills such as analysis, application and creativity. Activity-based learning through group discussions, mock interviews, seminars and flipped classrooms instil a sense of curiosity in the child and foster problem-solving skills. Integrating 21st century skills like creative thinking, communication skills and problem solving are the need of the hour, in addition to the integration of ICT as an essential part of the curriculum. VI. Reaching Out and Building Friendships A programme of community outreach always instils a spirit of service in the student community. The year can begin with clearly laid-out social commitment plans by teachers, parents and students. A number of initiatives from ecofriendly initiatives, helping the needy and underprivileged, a tribute
to our brave soldiers and outreach programmes in the neighbourhood help the school to strengthen the ethos of brotherhood and love.
Conclusion Globalisation has made geographical boundaries irrelevant, and learning has therefore truly become borderless. The start of the new academic year is a great time to realise the importance of collaboration among schools as equal stakeholders in the peace and prosperity of the world. Collaboration among schools in the country and abroad would help in a free flow of ideas, cultural exchange, and exchange of good learning practices in the community, and lead to a culture of tolerance and acceptanceamong members of the new generation.
Ms. Ruby Antony is the Vice Principal of Rajagiri Public School, Kochi, and has an experience of 25 years in the education field. She teaches Economics to students in Grades 11 and 12. A passionate teacher who goes the extra mile to help provide students with a conducive learning environment, she plays an active role in introducing innovative practices in the school curriculum. She holds a Post Graduate degree from the Delhi School of Economics and has worked on several projects for the institution in association with the British Council. With a B.A. (Hons) Economics and M.A. Economics from Delhi University as well as B. Ed., her areas of interest include teaching and curriculum-planning. Ruby.rajagiri@gmail.com
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Governance
A HOLISTIC EDUCATION FOR ALL-ROUND DEVELOPMENT
A Look at the Best Practices of Leaders Private School, Sharjah
Introduction Established in April 2004, Leaders Private School in Sharjah has grown leaps and bounds in size, infrastructure and student enrolment over the years. Having started off with a total of 115 students, it today provides quality education at par with global standards to over 2000 students from KG to Grade 12, with a focus on value-based education.
Focus Areas for the All-Round Development of Students We aim to impart a holistic education that results in the allround development of students. As a part of the same, here are a few focus areas we emphasise on: • Moral Education: The pillars of Moral Education include character and morality, the individual and the community, civic studies and cultural studies. We inculcate moral education objectives www.lxl.in
The first step is to develop an understanding in the student of the idea and the importance of morality, and empower them with the skills of moral reasoning through activities such as morning assemblies, community service, display boards in classrooms, value-based events, diverse pathways (such as museum visits and heritage walks) and daily lessons. a) Developing Skills of Moral Reasoning: The first step is to develop an understanding in the student of the idea and the importance of morality, and empower them with the skills of
moral reasoning. We educate the child with values such as tolerance, honesty, dignity, respect and humility. Keeping in mind the connected world we are a part of, the students are taught to apply these values with respect to the interdependence of society, their duties as a citizen and an understanding of the culture they belong to. b) Applying these Skills for a Better Society: In the next step, we educate the students on how to apply the moral education in co-operation with other members of the community, in order to work towards creating a better society. We aim to help the students understand what entails becoming a good citizen of the country; with a clear understating of the nation’s past, they can play their part in building a better future. c) Education Continues outside the Classroom: Experienced teachers know all too well that 26 | Mentor | May 2019
Governance • Health & Fitness: A healthy mind resides in a healthy body. Keeping that in mind, we focus on formulating a healthy diet as well as activities for our students. We teach them skills like first aid, oral hygiene, commemorate Health Awareness Week, as well as teach them health issues specific to adolescence. Regular yoga sessions are organised to keep the students in good health and to maintain mindbody balance. We also organise health check-ups such as Body Index measurements, oral and dental check-ups, as well as antibullying campaigns.
education goes far beyond the four walls of the classroom. The programme follows a plan which not only teaches the student important values, but also monitors their understanding of these. Every week, one period is allotted to Moral Education for students of classes 1 to 8. The school also conducts activities with the parents to ensure the learning does not end at school. • UAE Culture and Values: In order to inculcate among the students a sound understanding of their country, the school lays special emphasis on educating the students on the shared culture and values of UAE. The school celebrates events of national importance like Flag Day, Arabic Day and National Day with exhibitions, competitions and events celebrating our rich culture. The school also organises recital sessions of the Quran as well as the national anthem. • Assessments & Training: The students are assessed not just on their scholastic aptitude but also on physical activities, arts and crafts and the standards of discipline they adhere to. www.lxl.in
The course based on the NCERT syllabus includes languages, mathematics, science and social sciences. For a holistic education, co-curricular activities are also given ample importance, such as: (a) Work Education – Skill-based activities like gardening, cooking (without fire) etc (b) Art Education – Visual Arts include pencil drawing, colouring, painting as well as Performing Arts including dance and music (c) Health and Physical Education Sports, first-aid, yoga The students are also assessed on parameters such as attendance, sincerity and their behaviour towards fellow beings and the country. The assessment and training is not limited to students alone; we regularly organise training sessions for our teachers, so that they remain up-to-date about the needs of our students and are constantly innovating and evolving their teaching methods with the changing times.
• Parental Communication: We make it a point to keep the parents in regular update of their child’s development so that the education is a truly collaborative effort. The parents can follow the school website to keep up with new developments, and regular messaging services and the school app that sends out circulars keep them updated. The regular parentteachers meeting is conducted on every second Thursday of the month. • Student Safety & Security: We take the safety of our students very seriously, and measures such as CCTV camera and an RFIDintegrated attendance system are in place to ensure the same. There are also sessions of evacuation awareness and mock fire drills to prepare for emergencies preemptively. • Major Events & Activities: To encourage the spirit of unity and healthy competition, we organise events at regular intervals. The investiture ceremony is organised to entrust responsibilities to the young ones, making them stakeholders in the running of the school. The Annual Day and the annual Sports Day give the students an opportunity to display their skills, both on and off the field. The school also organises
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Governance
Mrs. Rafia Zafar Ali M.Sc., M.Ed, has an experience of about four decades in the field of education, where she has served as Principal for last 27 years in various leading institutions in India and abroad. She is the recipient of many prestigious awards like Indira Gandhi Award for the Best Principal (1999), National Award to Teachers (2010), CBSE Mentor Award (2013), Dr.APJ Abdul Kalam Outstanding Director Award (2016), Indywood Educational Excellence Awards (2017 & 2018).
regular trips to help the students connect their education to the outside world.
Conclusion The teachers and staff members take a keen interest in nurturing the creative potential of each student, in addition to academic excellence. A range of activities outside the classroom are organised such as cultural programs, charity events, health and fitness programs to impart
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integral values such as bonding, caring and sharing, empathy and discipline. The importance of staying fit and leading a healthy life is also highlighted, with yoga sessions being regularly held in the beginning of the day. The aim is to illuminate a path paved with principles for students, which in turn leads to characterbuilding and equips them with skills to adeptly navigate the world we live in.
Her scope of work has extended manifold beyond the call of a Principal, involving many National & Social Upliftment Programs including Girl Guide, Adult Education, NSS, Polio Eradication, Environment Education, Cleanliness Drive, Anti-smoking, Population Education & Gender Indiscrimination campaigns. rafiazafarali@yahoo.co.in
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Innovation
GLOBAL ENGAGEMENT IN EDUCATION Encouraging a Globally- Conscious Ethos amongst Students
Introduction
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oday, we live in an effortlessly interconnected world thanks to the leaps and bounds technology has made; in this context, the term ‘global engagement’ has become a norm. ‘Global’ means worldwide and ‘engage’ means to participate or to get involved in - so ‘global engagement’ can be defined as global or worldwide participation or involvement, opening up a vast ocean of opportunities for everyone.
Focusing on the education sector, we would like to be considered globally-engaged educators, schools, institutions and universities. This indicates a broad understanding of universal themes that need to be imparted to students and an updated education system at par with international standards. From an educational point of view, we can define a globally-engaged educator as one who has significant interaction with the world and strives to include these inputs in the classroom.
The Importance of Global Engagement The virtual world is becoming more real every day and, at the same time, the world is gradually shrinking to a global village, with a growing sense of community among people from all over the world
Maintaining competence levels at par with international standards and being able to effectively deal with the problems of today can be summarised as the instrumental reasons to be globally aware and engaged. Today’s world affords almost anyone a powerful virtual platform, where physical boundaries do not matter. A potpourri of people from diverse backgrounds can come together
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today to form a global society; in such a scenario, it’s integral to keep oneself updated with the current events in the world. Technology and innovations ensure that ideas travel faster, and can be quickly implemented in a way that has been revolutionary. The virtual world is becoming more real every day and, at the same time, the world is gradually shrinking to a global village, with a growing sense of community among people from all over the world.
To what extent are educators currently globally engaged? Being a globally-engaged educator is an ambitious goal. We perceive that we are globally engaged by the mere fact that we have a diverse and multicultural population around us. Unfortunately, our education system does not normally take into consideration the changes in the world; a world which has been 29 | Mentor | May 2019
Innovation and cultures, they are likely to be unprepared to compete and lead in a global work environment. Helping students learn better through international collaborations is one way to tackle this challenge. Strategic enhancement in education will lead schools to connect their learning communities to global agendas by implementing practical approaches, methods and tools. Global engagement can be done through various means such as media, art and culture, NGOs, social and civic inclusion and elected leadership.
How Students Can be Globally Engaged transformed by globalisation, in which our students will step out into in the future. The education system needs appropriate tools to keep up with these changes in this complex world and equip students with the skills to deftly navigate it. It’s essential for educators to keep themselves updated in order to be globally-engaged sources of knowledge.
context of learning are essential for teachers today. There must be a connect with universal themes, and teachers can draw from global history to highlight relevant knowledge. Most schools have not responded adequately to challenges the students face; for instance, if they lack sufficient knowledge about other world religions, languages
Students can study intern or volunteer abroad, and they can choose major or elective courses with a global focus and scope. Studying a foreign language can also broaden a student’s horizons, as can the attending lectures and events with an international focus, and following the news to keep abreast of current events from all around the world. These things can help prepare students for productive and
From an educational point of view, we can define a globallyengaged educator as one who has significant interaction with the world and strives to include these inputs in the classroom
Empowering Teachers to be Globally-Engaged Individuals Teacher empowerment and continuous training sessions on addressing global challenges, and creative methods to globalise the www.lxl.in
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Innovation rewarding lives and careers, by providing meaningful opportunities for them to learn about the world. Students need to develop a globally-conscious ethos and consistently maintain meaningful interaction with the world.
How to Encourage a Globally-Conscious Ethos in the Classroom To bring internationalism and global awareness into our school, we celebrate selected festivals and events around the year which have a global context; students were given opportunities to research, explore and enjoy a potpourri of global culture, while a sense of global citizenship was nurtured. We also organise events around global environmental issues to create awareness among the students. This keeps them globally engaged and helps them incorporate their learning into their day-to-day lives, as well as inculcates respect in them for the world as a big family.
Skills such as critical thinking, team-building, creativity and collaboration are enhanced in students, and it provided students with a new outlook towards the world, making them more globally aware. We also participate in student exchange programs and study tours, which help students explore and learn globally.
Conclusion Hence, being a globally-engaged individual is the demand and need of the hour. We need individuals to think as global citizens who are ready to face challenges of the new world. Research shows that travelling to and experiencing other countries makes us more flexible, and encourages creative and complex thinking. Working in multicultural teams helps students gain a better working knowledge of global professionalism, codes of practice and communication; it also provides graduates with a competitive edge in the job market.
Mrs. Hazra Surve, MA, M.ed with PG – diploma in instructional designing and school guidance counselling, is pursuing her PhD in education. She has a rich 14 years of experience in teaching, training, school administration, academic curriculum designing and development. She possesses strong fundamentals in developing innovative instructional activities, and believes in creating techniques and applications to focus on improvement of learning abilities. She is currently serving as the founder principal of Shloka – A Birla School (Gujarat and Daman). Being the founder principal, her school and preschools have been awarded best school awards in different categories since the last three years. She has also been awarded as Edustar 2018 by Teacher Help Teacher and the Indian Icon Award by Centre of School Education 2018. khanhazra@gmail.com
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Innovation
SHAPING THE FUTURE OF EDUCATION A Glimpse into an Agricultural Girls’ School in Rural Uttar Pradesh
Introduction
T
he future of education is more students-oriented than curriculum-centric. In my opinion, we will bring about a curriculum that is flexible enough to suit both rural students and urban students at the same time. We need to widen our approach to education to make it more inclusive, and accommodate children from all backgrounds. Learning is a wonderful process, but it is unrealistic to expect every child to perform at the same pace. For me, education in the future should have a more individualistic approach, as a student-centric system of education can offer the optimum learning environment.
The Top Three Trends that will Suffice in the Future 1. More realistic assessment methods based on learning and activities. 2. Classrooms beyond walls, where students have more opportunity to learn outdoors. www.lxl.in
we do not have one curriculum to fit all.
Basic education, agriculture lessons and co-curricular activities form an integral part of the curriculum, and we aim to impart quality education and give students a fair chance to learn and grow.
3. More emphasis on nature-related learning, such as agriculture, environment and sustainable living.
A Trend that has been Implemented Successfully The Good Harvest School is an agriculture-based primary school for girls in the rural Unnao district of Uttar Pradesh. Having a good understanding of their socio-economic backgrounds, learning levels and the very fact that education for girls is not considered a priority in villages,
Basic education, agriculture lessons and co-curricular activities form an integral part of the curriculum, and we aim to impart quality education and give students a fair chance to learn and grow. According to each girl’s readiness to learn, interests, learning level, learning style and pace, we personalise the curriculum. We plan activities, assignments and materials along with her to support her learning. There is no class-like system, as most of the girls haven’t had any prior schooling. So everyone, regardless of their age, is grouped together when they first join the school. Depending on how receptive each one is to the different subjects they learn, like Agriculture, Mathematics, Hindi and English, we form small groups and regroup them almost every week. For instance a girl could be at Level I for English but Level IV for Mathematics.
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Innovation An Average Day at The Good Harvest School The girls get to choose how they want to spend the first hour at school. They could engage in any activity they like, such as playing, having a conversation with peers, teachers or volunteers, walking around the fields observing the growth of the plants, feeding the chickens and rabbits, or just sitting around and relaxing. A weekly regrouping helps us to spot the learning gaps and assist students who require more time and attention. A year-end assessment through a grading system is done to check the learning outcome of each student. Our focus at school is to provide skill-based learning. We aim to
introduce innovative techniques of farming and expose girls to scientific learning and improved practices; a space of 50,000 sq feet is provided for students to learn good farming practices. The students get hands-on experience in preparing seed beds, growing
a variety of seedlings/saplings in nursery and becoming aware of the know-how of new-age agriculture. This way, they are empowered to continue their family profession despite the existing problems, and would be better equipped to take farming to the next level.
Challenges Faced Along the Way The Good Harvest School is an initiative by young individuals from diverse fields that aims at providing quality education to rural girls that strikes the right balance between the curriculum and extracurricular activities
Initially, convincing parents to send their girls to school was challenging, since most of the girls shared household responsibilities and worked on the fields as well. Many a time, the families didn’t see the need for girls to get an education. Running a free school, too, caused some to distrust our motives in the beginning, and doubt the functional life of the school. Due to being located close to a Scheduled Caste village, we were labelled as a school for the bottom strata of society. We asked the parents to send their younger daughters to school for a month at first, and then decide for themselves if they would like to continue. We also paid them many visits to build a rapport and trust.
Following the Journey of The Good Harvest School In our first year, 2016, we had around 10-12 students out of which only six were regular and remained with us for the whole year. About two and a half years later, we have 45 girls. We would like to maintain a small number to cater well to the learning needs of each child. Our students have come a long way, and have shown tremendous progress in all areas to emerge confident, expressive and eager to learn. Parents’ mindsets, too, have evolved. It’s a delight to see some of the students being able to read fluently in Hindi and their keenness to www.lxl.in
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Innovation
Ashita Nath is an educator and the cofounder of The Good Harvest School. In 2016, she quit her job to start India’s first all–girls agriculture-based primary school in Uttar Pradesh. The school gives free green education to young rural girls and introduces them to new-age agriculture. She has more than 10 years of experience in teaching and has been involved in various social projects including working with street and slum children. Currently, she is heading The Good Harvest School and preparing rural girls to stand abreast with the rest of the world. thegoodharvestschool@gmail.com converse in English. Their lives are a beautiful story of challenges and hope; they show immense enthusiasm and determination to be present at school every day. Our journey started with an idea and many believed in it.
Summary The Good Harvest School is an initiative by young individuals from diverse fields that aims at providing quality education to rural girls that strikes the right balance between the curriculum and extra-curricular activities.
At The Good Harvest School, the girls are given an education beyond just books. The school, being nestled amidst farm fields, provides ample opportunities to learn from the natural surroundings and breaks the monotony of being restricted within four walls of the classroom. We are growing gradually as an institution and becoming stronger in our mission to bring quality education to young rural girls without any fee.
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