Mentor Magazine April 2017; Volume 10 Issue 11

Nurturing Minds

Nurturing healthy minds, by helping your school meet every student’s unique psychological needs.

At Pearson Academy India, we believe learning and academic success hinge on effectively addressing emotional, behavioral and cognitive needs of students - and this is critical for success, in addition to enhanced methods of classroom learning.

Every child has a unique mind that requires nurturing, for learning to flourish and for your school to shine.

Email us at pai@pearsonclinical.in to know how we can help your school meet your students’ unique psychological needs. Please mention the code PAI/PCTA/17/03 in the subject line.

CONTENTs

April 2017 | Volume 10 Issue 11

Mentor Thoughts

COVER STORY

Sultan Speaks Page - 05 Shaping Policies

Designing the school classroom Page - 31

Ergonomics in Classrooms and Schools...

Safe School Framework Page - 34

Pedagogy

Mental Health in Schools Page - 06 The Wellness Perspective...

School Governance

Classroom makeover Page - 10

creating a safe zone for children...

School Regulation Page - 13

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Freedom of learning

From Control-Oriented to Growth-Oriented...

School Leadership

From blame to responsibility Page - 22

Leading stakeholders in school towards this shift...

Innovation

STEM Education Page - 27

From an Indian Perspective...

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22 27

Publisher & Owner: Syed Sultan Ahmed Editor-in-Chief: Kalpa Kartik Associate Editor: Yashika Begwani Designed by: Uday S Production: Praveen U.M., Sathish C., Guna V. Printed by: Manoj Printed at: Elegant Printing Works, # 74, South End Road, Basavangudi, Bengaluru - 560 004.

Published at: # 175, 2nd Cross, Lower Palace Orchards, Bengaluru - 560 003, India. Ph: +91 9019111110 NOTICE: As an author/contributor you are responsible for the authenticity of the information you provide in your article. The publishers do not accept liability for error or omissions contained in this publication. By submitting letters/emails or other publication materials to Mentor Magazine you agree they are 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 an article 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.

Source for a few pictures - Internet

A Venture of

TM

All Rights Reserved Š 2016 EduMedia Publications Pvt. Ltd.

Lessons of life and everyday situations persist beyond the classroom. Educators are entrusted with the responsibility of nurturing global perspectives and diversity in students, by introducing globally relevant concepts, teaching diversity, and broadening their outlook towards the world.

Here are eight practices that teachers could use to instill global competency in students

Role Model Modeling openness towards and curiosity about other cultures and customs will show them that we place importance on being a citizen of the world. The best way to teach is to do.

Multicultural Media The visual cultural impact of repetitive images on the internet, via mobile applications or other mediums can impact a child’s outlook on what is accepted and revered in the society.

Explore Cultures One way to promote global competency among children is to ensure that they engage in diverse cultural activities. Excursions to a different country, visit to museums or screening films/documentaries from different parts of the world helps them get a flavor of other cultures and accept diversity.

Exchange Programs Exchange programs foster openness and adaptability in children. This exercise helps them mingle with students from other cultures and help them learn how to empathize and adjust with others.

Celebrating Festivals/Events Celebrating world important days or festivals from around the world is a valuable way to learn about different customs. You could adapt your own version of the holiday season by blending customs from each celebration. The purpose is to teach children that not everyone has the same beliefs and to engender respect for other people’s customs.

Encourage Multiple Languages Including world languages like French, Spanish, German etc. within the curriculum is an effective way to encourage global perspectives.

Today’s children must broaden horizons to be global citizens and leaders of the future and we as educators have an opportunity to teach diversity and respect.

SULTAN SPEAKS

STUDENT WELL-BEING POLICY

Bangalore over the past couple of years has become infamous for several incidents of child abuse in schools. February 2017 witnessed the most recent incident of child sexual abuse that got the local media into a frenzy debating and crucifying the school management with what clearly seemed like very little clarity or authenticity of the information. After a couple of days of mudslinging and noise, it settled down like it did in all the previous occasions. In all fairness, we must admit that there is no smoke without fire and the school management has for long sidelined this very critical issue.

Considering the fact that student well-being is an important and urgent issue on the agenda for school leaders, what is startling is that very little action has been taken on ground to address the issue. It seems obvious that most school leaders and managements don’t seem to learn lessons from mistakes of other schools, else these incidents would not have been recurring so often. During several of my interactions with school leaders over the years I have learned that schools have had innumerable discussions and debates on policy making when it comes to sensitive

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issues like student well-being.

Almost every school seems to have a policy in place.

However, communicating the policy is where very little action has happened. There is an urgent need for school to set this right.

The key here is not to create a verbose policy to satisfy the regulatory authorities, but to create a usable practical guide

A two-way strategy should be a good beginning in this direction Policy Making The key here is not to create a verbose policy to satisfy the regulatory authorities, but to create a usable practical guide.

Immense care must be taken to create different versions of the policy for various stakeholders like leaders, educators, support staff, students, parents etc. The content should not be a heavy long document. This in fact, should be replaced with crisp content in the form of info graphs, images, films, videos, voice notes, etc. The content should be adaptable to print,

digital and social media for it to be impactful.

Sensitize the Team Once the content is in place, the next step is to have an effective Learning Program and not the run of the mill training program. Existing teams must have a different version of the learning program compared the new recruits. The versions of the learning program must be different for all the stakeholders to ensure effectiveness. The learning program cannot be a one-time affair, regular touch points to reinforce the learning must be enforced.

While it is imperative to have the policy, and sensitize the community, it is equally important to have an action plan or reference of occurrences with the steps in place. This would be an organized and effective way to develop and further implement the policy.

As most schools across India come to the end of another academic year, I hope this is one action that we will be taken up on priority for the upcoming year.

Mr. Syed Sultan Ahmed, Managing Director, LXL Ideas sultan@lxl.in

PEDAGOGY

MENTAL HEALTH IN SCHOOLS Ms. Shama Parkhe

Ms. Shama Parkhe is a passionate mental health warrior with a qualification of M.Sc. Psychology (Clinical). She cofounded Hank Nunn Institute, a registered charitable trust, in July 2014, and presently works in the capacity of a Clinical Director. Hank Nunn Institute (HNI) is a not-forprofit organisation working towards developing affordable, accessible, culturally congruent treatment, awareness, and training services in the field of mental health. Ms. Parkhe has a keen interest in developing alternatives to traditional mental health practices by involving the larger community, and shares the dream of setting up therapeutic communities for people with personality difficulties in India. She believes in the efficacy of group processes and aims at creating safe, reflective, and therapeutic spaces for groups of people experiencing relational struggles. While she considers psychotherapy to be a gift that can be given to ourselves as well as others in facilitating our journeys of personal growth and wellness, she sheds some light on these issues in the school spaces in this article for MENTOR magazine.

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Mental Illness versus Wellness An increasing awareness of mental health issues has given rise to discussions around the need to introduce a class on mental health in schools with the aim of teaching young students about schizophrenia, depression, and other disorders, so that they are better equipped to deal with these challenges in adulthood, and provide the necessary care to those in need of support. While I completely second the intent of equipping students with skills to manage their and others’ psychological difficulties better, I would rather place emphasis on educating young minds with the importance of mental health & wellness, not illness. This perspective is well highlighted in WHO’s definition of health as contained in its constitution.

“Health is a state of complete physical, mental and social well-being and not merely the

absence of disease or infirmity.”

Given that this ‘state of wellbeing’ is common to all of us, it is vital to understand mental health as a continuum between wellness and illness that belongs to us all. Here, one can understand illness as a state of dysfunction or reduced functional abilities. We all tend to oscillate between wellness and illness at different times, different intensities, and for varied durations.

The image that comes to my mind is that of a sliding scale with wellness and illness on each side. As stressors increase and go beyond our coping abilities, we experience the weight of these stressors pulling us down and moving towards illness. Once we recognise what is pressing on us, we become aware of our emotions, seek and accept support in managing our emotions, and take a step towards resolution. We start

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April 2017 above may not hold true for all schools. However, we do have a long way to go before the wellness perspective to mental health forms an integral part of the curriculum.

feeling lighter and moving towards wellness. It is easier said than done, especially for those with severe mental health issues.

Coping mechanisms are thoughts, feelings, and behaviours used to manage internal as well as external stressors, and adapt to changes in life

The variance in oscillating between wellness and illness is brought about by the difference in many factors such as personality, genetics, socioeconomic systems, coping mechanisms, social support, and so on. Although, one cannot control and manage all the above-mentioned factors, it is possible for us to improve our state of mental well-being by increasing emotional awareness and developing effective coping mechanisms. Coping mechanisms could be thoughts, feelings, and behaviours used to manage internal as well as external stressors, and adapt to changes in life.

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Through this article, I want to: • propose the creation of safe experiential spaces in schools as one of the possible ways to heighten emotional awareness and develop coping mechanisms from a younger age, • discuss how one’s emotional awareness and effective coping abilities can help improve the state of wellbeing.

For children and adolescents to progress, school curriculum needs to place great value not only in academics, but also in the development of social skills, increasing emotional awareness, raising self-esteem, improving attitudes towards learning, and preparing them for the next stage in life. While schooling forms an integral part of shaping and nurturing individual personalities, developing a wellness perspective to mental health is crucial during these years. Only last week, I came across a Facebook post where schools were being criticised for placing sole emphasis on academics and being concerned with marks and merit. With the introduction of alternative approaches to education and learning where for instance, classrooms have moved to natural settings, the

Experiential Classrooms Creation of experiential learning spaces in schools is an affordable and accessible way to create awareness on mental health and develop the wellness perspective. What I propose here is one of the many ways schools can choose to create experiential and safe spaces. To begin with, it might be a good idea to start and end each day with a round of feelings check.

Teachers could ask students to sit in a large circle instead of rows and check in with one word or phrase to express how they feel at the start and end of the day. The act of sitting in a circle recognises the fact that each one’s feelings are important, including the teachers’. Further, expression of feelings gives the teacher a snapshot of how each student has experienced the day, and whether a student requires support after a difficult day. Moreover, it also gives the students an opportunity to listen to how their teacher feels as s/he leaves for the day. This may or may not be possible for schools with large number of students in each class, in which case, teachers can skip the formation of circle, however continue to encourage students to participate in a round of feelings check.

The next step would be creating weekly experiential spaces for smaller groups (preferably facilitated by professionals trained in conducting experiential groups), with the aim of offering a safe reflective space. The idea is to encourage students to talk about themselves, their week, share

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stories related to home, school as well as peers, along with an expression of thoughts and feelings associated with those stories. Talking about oneself requires one to be emotionally aware and have the emotional vocabulary. Teachers could therefore integrate this process with the high school curriculum.

In the meantime, schools could continue creating experiential spaces for younger primary school children using a range of therapeutic activities, drama therapy, movement therapy, and art therapy, to mention a few. These would be aimed at increasing emotional awareness as well as building safe spaces for encouraging expression, creativity and spontaneity.

Talk to People One of the motivating factors in writing this article is to emphasise the importance of talking. Today when I work with youngsters or even adults for that matter, I notice how difficult it is for people to talk about themselves. And this becomes even more difficult when they have to share their difficult experiences in an intimate space. It is easier to engage in conversations about the events in external world, as compared to looking inwards and sharing

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one’s thoughts and feelings.

What is the need to talk? Well, it is only by talking that one can feel heard. We all want to be heard and understood, however we want others to hear and understand us without having to say anything. “Why do I need to ask? If they love me or care for me, they should understand!” is one of the common complaints I hear. And it is expectations like these which contribute to misunderstanding in many relationships.

Creation of experiential learning spaces in schools is an affordable and accessible way to create awareness on mental health and develop the wellness perspective Instead, if youngsters learn to express their needs, wants, and desires, and are open to the idea that they may or may not get what they want, and that it is alright to not get what you want always, it might decrease some amount of relational issues. Moreover, talking in a group also helps people recognise that they are

not alone, and there are others who might be experiencing similar challenges or may have experienced them in the past.

This listening can help them relate to others, offer support, share their struggles and stories of success, as a way of helping others grow in their own personal journeys. In this way, those who have come to develop beliefs such as “nobody cares” or “how does it matter to anyone else” not only get an opportunity to challenge those beliefs, but are also able to modify such beliefs through positive experiences of being cared for and listened to in groups. Although, this is not a fool proof way to avoid mental health issues in the future, learning to talk about oneself and express one’s feelings it increases the likelihood of people seeking and accepting help in future if needed. Seeking help and accepting support is one of the coping abilities that can help people manage mental health issues.

Why create exclusive spaces for expression of thoughts and feelings in schools?

Although one understands the literary difference between thoughts and feelings, it is common to find people interchange feelings with thoughts in conversations. Very often, when asked how one is feeling, I find people telling me what they think. Identifying this fundamental difference and introducing feelings in our conversations i.e. a basic shift from ‘I think…’ to ‘I feel...’ would bring about a significant change in the way we relate to self and others. Not only does it help us recognise our emotions and express them, but also helps us take responsibility for the expression, eventually contributing to increased emotional awareness. Initiation of such practices at a younger age

April 2017 could in due course encourage reflective skills, as well as improve one’s relationships with self and others. The skill to reflect gives an opportunity, especially during conflicts, to take a step back and review one’s thoughts and feelings as well as consider the other person’s perspective, before one continues to react in counterproductive ways.

Once students start expressing their emotions, they also get the opportunity to witness how their emotions affect others around. In situations, where one’s emotions evoke a set of difficult emotions or reactions in others, it is necessary that one acknowledges the impact and yet does not feel responsible for the other person’s emotions.

Moreover, by being in a group, students not only learn to express, but also listen to others’ stories and respond accordingly. It is not necessary for each student to talk every time, as listening to others and developing sensitivity to others’ experiences also helps one grow emotionally. Sharing stories offers each one a different perspective into each other’s lives, gives a sense of relief that one is not alone in their journey, allows an understanding that

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there is always someone better off and less privileged than themselves, as well as provides an opportunity to imagine what it might feel like for others by stepping into their shoes and developing the ability to empathise with them.

Increased emotional awareness translates into improved levels of confidence and a stronger self-esteem, thereby influencing one’s academic performance. Teachers could use feedback from these spaces in recognising students who might need additional support, or further interventions to identify and address challenges with cognitive abilities.

The traditional systems of psychological support in schools involve one to one interactions with counsellors, and this support is usually made available to students with evident difficulties. Although one to one interactions are necessary in specific contexts, introduction of spaces where a professional can attend to a group of students at a time, increases the likelihood of all students getting the necessary support.

In addition, the only tool used in these experiential spaces is ‘relationships’ and relationships

are free of any material costs.

Thus, schools do not have to incur additional expenses or implement sophisticated technology to develop this wellness perspective.

Concluding Thoughts..

In addition to increased emotional awareness and improved quality of relationships, development of the wellness perspective will contribute significantly to reduction of the stigma associated with mental health issues.

Recognising that we all belong to the same continuum and we could possibly be at the challenging end of the continuum will hopefully encourage an inclusive attitude towards those with mental health issues. I feel this is the need of the hour. And it only makes sense to first invest time and energy in maintaining a healthy state of well-being, rather than having to explore treatment options in the future.

Prevention is better than cure, certainly in the context of mental health and wellness.

A step forward would be to create similar spaces for parents, teachers, and other support staff in schools, with the aim of catering to their mental health needs.

shama@hanknunninstitute.org

SCHOOL GOVERNANCE

CLASSROOM MAKEOVER Mrs. Urmila Ghildiyal

A passionate educator cum in-service teacher trainer, Mrs. Urmila Ghildiyal is currently working with Faculty Development & Research Centre of Army Welfare Education Society. She has been in the field of education for more than a decade now.

She believes that the teacher is the most powerful person in the classroom who can create a wonderful child-friendly environment.

Children learn only when they are in fearless environment. In this article for MENTOR, Mrs. Ghildiyal, elaborates on the various facets of classroom safety for students as well as staff members.

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Children are open-minded and creative but sensitive and vulnerable too. They need to be shown that they are important and cared for. At times, students find classrooms to be safer places than anywhere else.

Children feel safe when they are not only cared for but also allowed to explore, experiment and express. Since learning is associated with space, both external (physical) and internal (emotional and intellectual), an educator needs to work on both these elements.

A safe learning environment is an essential characteristic of a school that is engaging and inclusive of a diverse range of learners. Schools should be safe places for everyone students, teachers and other staff members. Creating and maintaining a respectful and safe school environment is a priority for school leaders and

the management. Since a leader alone cannot create a safe environment, the involvement and commitment of the whole school community is required to achieve a culture in which everyone feels safe. In the classrooms, the teacher’s role is central in the formation of a safe climate for diversity. A good climate, safety and enjoyment are assumed to be necessary conditions for a good learning environment.

According to the psychological theory of Maslow’s hierarchy of needs, for people to achieve their intellectual potential, basic needs must be met. Safety is one of them.

Thus, safety is first step towards learning. A positive class climate is a key to foster healthy child development and high level of learning. Since a negative environment can be an obstacle to learning, it is essential to understand how to create and sustain a positive climate for all students.

Creating a safe and inclusive classroom climate for diversity requires effort long before an academic session begins and continues throughout the session. Educators should take steps during the planning of the session itself to help make a diverse set of students feel safe, valued, and respected. A safe and child friendly classroom environment has many different aspects that work in conjunction with each other. It ensures physically safe, psychologically

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April 2017

secure and intellectually enabling environment.

Physical Safety - Warm, wellrun classrooms begin with the room’s physical layout— • the arrangement of desks and working space, • the attractiveness and appeal of bulletin boards, • the storage of materials and supplies.

• The classroom furniture must be arranged in a safe and orderly manner keeping all possible walkways clear.

• Furniture should be designed keeping safety measures in mind – no sharp edges, height and size of furniture as per level of students etc.

• No broken furniture should lie in the classroom with which children may hurt themselves.

• Make sure all electrical points are safe.

• When not being in use in the lesson scissors, sharp objects and any other potentially harmful substances like chemicals should be out of reach of students.

• Teaching students the correct way to handle chemicals in the laboratory would avoid any untoward incident.

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Children feel safe when they are not only cared for but also allowed to explore, experiment and express

Psychological Safety - Safety does not mean only physical safety. It also refers to emotional challenges that students face in the classroom.

• Children have a strong need to feel love and belongingness.

• In a classroom, it is commonly found that there are students who wrestle with significant emotional issues.

These range from meeting teachers, parents and peer expectations; achieving high scores; to overcoming language and social barriers to family concerns.

• the challenge for teacher lies in creating an emotionally safe and comfortable environment for children.

• Teachers can help their students to form friendships with and relate to their peers.

Intellectual Safety - Students

come to school to learn and grow intellectually. The other area where they need to feel secure is intellectually.

• Once students feel good about themselves, educators need to make them feel comfortable enough in the classroom to offer answers and to ask questions.

• In a regular classroom, we would always find only few students answering and rarely anyone asking questions.

Why does this happen? I think this is simply because some students in every class do not feel safe to answer or ask questions.

• This may happen because teachers do not give them enough time to think, reflect and assemble their thoughts after asking question.

• Therefore, educators must ensure to institute ‘think time’ or ‘wait time’ by pausing for a while after throwing the question and before taking response.

• This allows students time needed for processing and provides more students an opportunity to respond.

Simultaneously if an educator appreciates the answer or question or effort made by students it will be an icing on

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the cake.

• A fear free environment would be created. In such an environment teachers also allow students to express confusion and ask for elaboration from the teacher.

• Teachers play a pivotal role in creating child friendly environment.

How do teachers help students feel safe and comfortable in their classrooms? Checklist for educators• I have developed a set of safety rules in my class and I

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am consistent with them.

• I have placed posters and signs on safety, respect and tolerance.

• I listen to students voices in class.

• I keep the first aid box handy.

• I have trained my students in handling emergency situations and first aid box.

• I model respect to the student by showing respect towards them and their thoughts.

• I appreciate and acknowledge the effort put in by students in maintaining a cordial

environment in class.

• I arrange classroom in such a way that maximizes interaction among students.

• I encourage students to participate in whole classroom discussion but never compel them to do the same.

• My classroom has proper ventilation and lighting and enough space for all students.

• My classroom is maintained and kept clean.

• I create positive discipline environment and never hurt children physically or mentally.

• I provide emotional support to students whenever needed.

• I have a good rapport with my students.

• I help children to build self esteem by posing faith and trust on them.

• I focus on cooperation rather than competition.

• and …….

Of course, this is a topic that runs far and deep, with many avenues that can be explored.

However, if educators make a conscious effort towards creating a safe learning environment for students it is POSSIBLE.

urmilghildy11@gmail.com

April 2017

SCHOOL REGULATION Dr. Reshma Hegde

Dr. Reshma Hegde has had 22 years of experience in the field of education. She is awarded with a Doctorate in ‘Life Skills’, Masters Degree in History and in Education.

Additionally Dr. Reshma Hegde has Professional Certification in Excellence in School Leadership from Kolkata. Dr. Reshma Hegde began her career as a teacher and has held many leadership positions in various schools across Mumbai. She is the proud recipient of the prestigious ‘Rajiv Gandhi Award for excellence in Education’, ‘Vidya Rattan Gold Medal’ and ‘The Mother Teresa Sadbhavana Award’ from various renowned institutions.

She firmly believes in the three D’s fulfilling one’s life Determination, Dedication and Discipline. In this article for MENTOR she emphasizes not only on the wholesome development of students but also emphasizes on the professional development and morale of the staff.

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Introduction “Education , to be complete, must be humane, it must include not only the training of the intellect but also the refinement of the heart and the discipline of the spirit”.

- Dr. S. Radhakrishnan Parents and schools should work harmoniously for the overall growth of the child. A child’s selfrespect will be greater if s/he has developed a solid sense of self control. Effective discipline should involve moderation and common sense.

Discipline plays a pivotal role in school governance and it is essential to make the student aware about code of conduct.

The success of any school is always indirectly proportionate to the degree and quality of discipline observed and maintained by its students

Schools should involve parents to make discipline effective and should set reasonable rules, manageable limits and fair punishments.

Schools should not govern for the sake of control, rather teachers should recognize their children’s individuality and should allow them to enjoy autonomy as far as possible. We should also accept the fact that “children are not robots” and that they can make mistakes. As adults, we should learn to forgive sometimes to

gain the student’s trust.

Effective discipline includes one essential ingredient. Schools along with parents should make students realize that they are more concerned about their children’s well-being and that they inculcate discipline out of love and care.

Integrating the stakeholders The main aim of education is the holistic development of a student. It aims at developing and bringing out the best of a student’s inner personality without neglecting the material aspects. It should not be theoretical and isolated but intimately related with the student’s social and family background and relevant to the needs of the society. A purposeful education makes human a resource and capital, far more dividend paying than it would be otherwise. The development of intelligence and intellectual skills has to do with the learning ability, perception, cognition and language in three age periods namely infancy childhood and adolescence.

In this age of cut-throat competitions, it is a challenge for all educational institutions to raise children holistically. Few years ago, parents did not have options in selecting their desired school and had to follow the code of conduct as specified by the school. The word from the school teacher was considered as final. Students had great reverence towards their mentors and showcased

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adaptability towards controloriented systems. Corporal punishment was the order of the day to curb indiscipline. Both the parents and students accepted it since they believed that setting standards for children did not place a burden on them but was necessary for their wholesome growth.

In the present context, where the survival of the fittest is the norm with schools being set up in every nook and corner of the city, it becomes essential for school to follow best educational pratices. Most parents have a good source of income and they can easily afford private schools and they look forward towards liberal approach in school governance.

Schools under such circumstances cannot dictate terms, rather have to work hand in hand, collaborating with parents.

No democracy in the world has ever succeeded without discipline and observance of certain rules and regulations based on morality, social ethics and norms of equality. The success of any school is always indirectly proportionate to the degree and quality of discipline observed and maintained by its students. Co-ordination of school and home is a pre-requisite for the harmonious growth of

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students. It is essential for the school to go beyond the text.

Schools cannot dictate terms, rather they must connect with students. It should emphasise on a growth-oriented system.

Inculcating a sense of discipline in children is important to create a safe and fun learning environment.

Co-ordination of school and home is a prerequisite for the harmonious growth of students.

School Growth The information revolution has been under way for several years now and is transforming schools around the world, enlightening them with findings and helping them grow further. The present generation students like to embrace everything in the ambit of technology. Parents strongly believe in quality education rather than quantitative education. Therefore, each school needs to emphasise on the individual needs of the child. Computers have become the life line of young generation and they are aware of the norms

related to school governance.

Teachers need to be very vigilant before taking any action to discipline the child. It is necessary to document each and every action to avoid any inconvenience and for smooth co-ordination.

Some of the ways adopted by schools for growth of the mindset of students are • Easy accessibility of parents and children.

• Encouraging the desire of students through rewards.

• Encouraging students to evaluate the situation and take risks.

• Allowing students additional time and support on challenging tasks.

• Developing a culture of open mindedness.

• Inclusive Education.

Growth in school leads to freedom. It is an essential element for both personal and professional success and is demonstrated through focus, perseverance, professionalism.

When school members mirror this discipline, there is a cumulative effect within the organisation where adherence to operating procedures and systems help to grease the wheels of collaboration, performance and innovation of the entire set of employees.

April 2017 Positive Reinforcement In addition to modelling the desired behaviour, schools reinforce this behaviour using a system of recognition and reward. Flexibility can become a discipline on its own, wherein we commit to learning from mistakes, acknowledging when something isn’t working, and making the necessary adjustments. School regulations reflect the school’s community expectation in terms of acceptable standards of behaviour, dress and personal presentation in the widest sense.

The school continues to be the powerhouse of the value system that we really lay emphasis on cooperation, humanity, self-discipline, perseverance, patriotism forgiveness and cooperation are the core qualities required to ignite the students mindset. What we impart today is what defines the returns of tomorrow.

The Pathway : • For the harmonious growth of each and every child the strength of each and every class should be less (not more than 30 students).

• Action Research Projects should be formed by every class room teacher.

• The teacher must train students to have the perfect

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balance of confidence and humility.

• The crucial balance of confidence and humility allows students to be open –minded so that they may value all perspectives when a decision must be made about selecting or making decisions.

• Teachers should act as leaders and prepare students to raise and develop their voices.

• In their day- to- day affairs, teachers should aim at helping children to value and grow thoughtfully, skillfully and accept responsibilities with their wings of freedom.

• Schools should create awareness about the school conduct at regular intervals, emphasizing the behaviour pattern expected by the students among peers and adults in the school premises and society at large.

The school continues to be the powerhouse of the value system that we really lay emphasis on

Concluding Thoughts Dr. Spock, the famous author and American pediatrician has said, “Children need to be guided and reminded and corrected no matter how well disciplined they are” because social skills emerge slowly in children and through emulation. Teachers should give importance to social behaviour, explain children the right way to treat others and stand steady when tempers erupt or feelings get hurt.

I would like to state “Every child is a genius”. But if you judge a fish by its ability to climb a tree it will spend its whole life believing that it is stupid.

Hence, we should remember that each child is a unique gem to be treasured and is potentially the light of the world. There is in every child an unique ability that set him/her a part from others and makes him glow in his own light like a glittering star. The school with the help of proper counselling must encourage and motivate children with patience and love at every step as love is a nectar that gives inner strength to the child. With love many other virtues like kindness, compassion and courage germinate and give beauty to the soul.

reshma.a.hegde@gmail.com

COVER STORY

CURIOUS LEARNING Mrs. Shalini Kadwe

Mrs. Shalini Kadwe, has over 20 years of experience in the field of education. She joined Wisdom High International School as the Academic Co-ordinator but her industrious nature led her into becoming the Principal Director in the same organisation. A passionate and caring teacher, as an administrator, she has been firmly result-oriented with a steady vision. With high morals and a firm belief that school leadership can be improved by creating a climate hospitable to education, she has evolved systems which involve experiential learning strategies that foster critical thinking.

With her rich experience, multi-faceted personality and qualities, Mrs. Kadwe shares her experiences in an interview with MENTOR. PRINCIPAL/ SCHOOL Take us through your early life.

Childhood, education during your times.

I was born into and brought up in a typical Punjabi family in Nashik and I was fortunate to have liberal and enthusiastic parents.

I attended St. Xavier’s for my primary education, whereas my, secondary education was at Nirmala Convent. Always an average student I excelled in sports and oratory skills. Back then, education was simpler, and its foundation was based on

respect. It meant being in awe of teachers, having great respect and total faith in their teaching and absolute discipline. Along with lessons learnt in classroom, I learnt a lot on the sports ground.

One person who inspired me was our Principal and her inspiring talks. To date, I carry her mark mentally and strive to keep up the same grace, poise and deep concern for students.

Even the school infrastructure was simple. My school was well equipped with necessities and

had huge playground.

I can proudly say that even though we got educated without the influence of the Internet and expensive educational aids, we came up very well; the results are evident in the success of people from this generation.

Our intelligent, concerned and devoted teachers were our biggest and most powerful resources.

They helped students like us to overlook our differences, dream big, believe in us and pushed us to go beyond all odds.

‘School is a temple of Knowledge’ must have been quoted in our times as the love, pride and respect we carried then continues to be with us even today. Teachers even today command respect; knowledge imparted to us has definitely helped my generation to add value to society in every form.

Challenges faced at work.

Balancing work and family life When you opt to be a teacher, it becomes slightly difficult to separate work and personal life.

Students, teachers, colleagues

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April 2017 become extended families and their wellbeing is always priority.

I believe in keeping my heart, ears and doors open always.

Since my roles and priorities are clear at work, and at home, there are no complaints of negligence from either! The fact that my daughter today is looking to pursue and excel in a career in education speaks volumes of how my work and I have inspired her.

My personal opinion on a child’s education..

I firmly believe in allowing children the freedom to choose their careers. Only this belief can help them create a successful life. However, the flip side is that sometimes children may not be well informed or matured to take an important decision, and total autonomy in such a case can be quite frustrating. This is when we advise teachers and parents to step in. We inspire them to act as mentors and guide them in making informed decisions.

I neither encourage nor agree with parents when they push children for their goals or personal dreams. This is especially true when I see a different goal, spark or dream in my student’s eyes. My heart reaches out to them.

Leadership What directed you into entering the field of education?

Two of my school teachers whom I also consider mentors inspired me with their attitude and warmth towards their students.

I knew I could rely on them for anything and everything and always wished to emulate that in my own life. Secondly, I am extremely fond of people and I love reaching out to them. Along with knowledge today, children need empathy, understanding and patience and above all someone to help them grow by believing in them. I have all this and my profession gives me highest respect, undying love of my fellow-mates and love of my students. The awards of my work are the success stories of my children.

I always advice my teachers to be careful with their words and balance their concerns projecting it the right way

What according to you is the purpose of education?

Aristotle has said – ‘Education is a process of creation of a sound mind in a sound body.’

I believe that education is a dynamic, natural, progressive and systematic change that occurs in a human being and distinguishes us from others.

It involves self-realization, self-knowledge and selfunderstanding. It is a process which never ends, never fails and is never complete.

Tell us about a recent book you read or a recent film that inspired you and your key takeaways as a school leader from it Very recently I was given a reference to watch the film ‘Finding Forrester’. Even though it cannot be classified as a film about teachers and education.

Nonetheless, it is a story of learning and education. The teacher in the film is a writer who changes his student’s life through the power of reading and writing. The two develop a relationship that benefits both, the teacher eventually learns from his student. This give and take relationship is the actual essence of education and my life too, I have and continue learning from my students with each passing day.

How do you engage in learning for yourself?

Participating in the best training program, reading everything that upgrades my intelligence in all areas be it wisdom, evolutional, spiritual. I never miss the opportunities to meet people who are leaders in the field of education as their life stories are biggest motivation and hope that nothing is impossible. I learn the latest educational upgrades and try my best to fit into all the challenges of my field. Visiting best schools to learn their systems, culture and growth.

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Here, I have never faced challenges alone; I am a part of a great team and we face challenges together. I have been here for15 years now, and it has played a pivotal role in shaping me professionally and personally. Working here has groomed me, as a facilitator, a principal and as convener for our group of schools in Nashik.

Governance What is the advice you would give to your teachers/ staff at the beginning of each session?

Today schooling or education is a very sensitive and challenging profession. With the power of the government, power of the parents and the entire focus on the child, a teacher must be unlike old days very conscious in balancing her live, concern, (out of concern) and yet prove herself as the best educator.

Teachers in my times were lucky; our parents believed in them, we idolized them totally. No one questioned their decisions, advices, actions or role.

Today it is difficult – I always advice my teachers to be careful with their words and balance their concerns projecting it the right way. I insist they carry themselves with lots of passion, vibrancy, spontaneity and undying love for kids. This stability with all these qualities will make them the most adorable, respected and sought after teacher.

My advice – ‘Do it with passion and love or not at all’ How would you groom teachers/ staff to become leaders of tomorrow?

“One individual may die for an idea; but that idea will, after

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his death, inculcate itself in a thousand lives” – Netaji Subhas Chandra Bose.

Encourage thoughts, questions, thinkers, allow them to inquire, explore and do it themselves.

Give them your trust and your belief. This will not only make them confident but also responsible and committed.

Allow them to show ideas, thoughts, opinions and above all give them golden opportunities to lead. You will make them the best!

When you opt to be a teacher, it becomes little difficult to separate work and personal life

What are the key challenges that you go through as a Principal/ School Leader and how do you overcome those?

I am blessed to be a part of this dynamic, award-winning institute. The foundation of it is laid on trust and love, especially faith in my abilities by Chairman Mr. Manish Agarwal and Trustee Mrs. Ritu Agarwal.

Having been in this field for more than 23 years, I am more confident today but my challenges continue. Each day, I motivate my staff to deliver the best. Each year we work hard and look forward to achieve the best results, academic or cocurricular. Balancing the smooth functioning of the school with outstretched hands of respect and transparency with my parents has been challenging.

The system of vigilance for discipline, regular monitoring and mentoring in academics and value-based interactions makes creates not just high performing individuals but also responsible citizens. The trust shown in my leadership along with the freedom given to me to implement my policies help me think, do and achieve better.

My methods are not questioned since they believe I will only think, do and implement the best for my school.

What are the activities that students engage in? What is their relevance/ importance in their development?

Activities at Wisdom High are a part of the curriculum and such that they balance both physical and mental development. Along with high focus on academics, students also undergo hours of sports -indoor or outdoor. With this we ensure students are fit, healthy and mentally enhanced.

Sessions of yoga and meditation also build them physically and spiritually.

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Social projects, street plays, spreading literacy programs, visit to orphanage, old age homes, supporting green rally during the ‘Kumbha Mela’, save water project, cleaning Godavari and many others, keep the students engaged and help them learn.

Innovation How has the teaching learning process changed from your times to now or a decade ago to now?

How do you/ the school meet the current needs of students?

Teaching today is innovative in style. The major change has been the advent of technology in classrooms. Learning is neither teacher-centric nor bookish.

It is interactive, more inquirybased, practical and research oriented. Students in my school are encouraged to learn handson; they do and learn rather than learn and do.

free to draw their conclusions, plot summaries and learn through interactions.

How is the school infrastructure set up and what are the latest tangible deliverables offered by the school to meet the demands of students today?

The school infrastructure stands tall and proud with 64 classrooms, individual areas for co-curricular activities such as vocal music, instrumental music, western dance, Kathak, chess, karate, table tennis, art & craft, pottery, role play area and an amphitheater.

Along with this, the infrastructure holds AV rooms, science labs, home science and math, geography lab, computer labs, counseling and remedial center,

libraries and a full-time infirmary with a trained nurse. For students to indulge in there is a huge playground for football, cricket and other games, a basketball and volley ball court. There is also facility for indoor games such as table tennis, chess and other board games.

The school also has a beautiful art and craft room and a separate area for pottery. There is a cafeteria which caters to the food requirement of the students.

What is the one thing that you would like to/are trying to introduce in the school blending with the latest trends so that students may be prepared for challenges of tomorrow?

“End the bonds of rigidity in our society” – says Lao Tzu

We encourage students to try all competitions, do a lot of reading, research, experimentation, exploration (via educational visits /tours) and learn through various other programs. Since everything is now available on fingertips, courtesy the internet, students can carry out research, explore, analyze concepts, discuss with teachers and brainstorm new ideas. All of this is also manifested as presentations where they are

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‘When I let go of what I am, I become what I might be’ At Wisdom High, we believe in acceptance and an openminded approach. We teach our students to do what they are best at instead forcing them to do what others want them to do. We teach them to invest in everything they do and to make it a habit with interest, joy, passion, sincerity, devotion and honesty. This way, none of them will ever fail.

Students at Wisdom High are given the freedom to learn through research; they are encouraged to be curious and learn not from books but by working on projects, learning to do a presentation, delivering paper presentations and through collaborative work. Little wonder then that two of our students have been recognized in the country and awarded for their innovative ideas, by the late Honorable President Dr. A P J Kalama in 2013 and in 2016

by Honorable President of India Shri Pranab Mukherjee.

Learning is hands-on: by getting students to resolve

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social stigmas and taboos by canvassing through street plays, posters and educating the masses.

Wisdom High International School also hosts programs such as MUN (Model United Nation) at National level. Such sessions prepare students for global citizenship and gives them excellent learning opportunities with organization like the UNO and WHO. These methods help in upgrading life skills and ability to face the future with appropriate development of all their skills.

I firmly believe in allowing children the freedom to choose their careers

Pedagogy What are the key values that a school/ institute must instill in students? How does the school deal with cultural exchange programs and ideas across

the globe? What are the other spaces to learn?

Our Motto “To create a purpose for learning and allow children to be thinkers, innovators & problem solvers”.

Wisdom High International School encourages cultural exchange programs in field of Music, Dance and Art. Our students have been a part of Indian dance form at Dubai, Malaysia and London and part of Tabla performances at Delhi, Udaipur and some foreign lands.

Through all this we instill respect for other for Arts. Students learn perseverance, tolerance, building relationships breaking all walls of differences.

We at Wisdom High, work on being and developing better human beings who are an asset to the world through compassion, empathy, peace, love and brotherhood and grow to be intelligent citizens. We instill deep respect for each other, maintaining discipline in one self and maintain dignity of others.

Honesty, politeness, respecting the elderly, patient, tolerance, and respect towards women,

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April 2017 having a healthy mind and healthy body are some extremely important values we instill in our children. This finds value not only in their daily schooling but in society at large, when they are a part of social programs with various government agencies.

They learn to be a support system and mirror real life disaster management What is that one strong belief you have and what is the message you would like to give to fellow educators/ institutions in the making ‘The expert in anything was once just a beginner.’

Do not be impatient with your work, your people, your students or any factor of life.

You chose this profession for the advancement of the society. See how beautiful the end results are- life will have you feeling content, splendid, magnificent and complete.

Take one day and one person at a time. It is going to be a long journey so treat every moment as a new beginning. It may get challenging at times, but at the end you will come out victorious.

‘Life is the mother of learning!’

Your views on it?

Only running waters signify life.

Anything that comes to a halt or stops becomes stagnant and loses purpose. To grow in life one must keep learning. To grow and to achieve one must keep their mind open, ignited and active always.

When we follow this, we are ‘alive’. From our birth to the last day of our life, we keep learning and giving. Every new learning in life brings changes.

No one teaches better than life itself…

tête-à-tête

QUICK

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MENTOR in conversation with Mrs. Shalini Kadwe I would describe education as….

For me education is an endless journey of enlightenment and discovery.

You’ve been both a teacher and a principal, which one do you enjoy more and why?

My first love is teaching and I think, I progressed to be a Principal because I enjoyed being a friend, mentor and a mother figure as a teacher to all my kids!

What are the 3 qualities that schools should look nurture in students for them to be prepared for tomorrow?

• Understand the needs of every child individually and try to provide the best environment for her/him.

• To understand that a child needs complete and overall development.

• To remember that every child is special and deserves a little extra.

What are the 3 key qualities that educators must build to connect with students today?

• A teacher should have genuine love and patience for her children • S/he should be a true mentor and confidant • S/he should always be ready to reach out and help Give us one technological advancement in recent times that has changed the way in which children learn. Why is it important?

The advantage of the internet.

They get an opportunity to explore, research and update their knowledge. This is the most interesting and engrossing factor for children today.

Balancing work and family life; what are the 3 things required to strike the perfect balance.

• Love and passion for both • Set your priorities for you to play your role with responsibility • Look out for small yet most enjoyable and blessed results everyday rather than long time goal. They will keep you going.

Your biggest learning from life has been…

Every day brings a new lesson, The faster we adapt the better we shall survive.

But there are also days when you yourself need to be the ‘change’ that the world needs.

The constant learning and changing makes life meaningful!

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principal@wisdomhigh.org

SCHOOL LEADERSHIP

FROM BLAME TO RESPONSIBILITY Dr. Florence D’Souza

Dr. Florence Ivan D’Souza has a comprehensive experience for over 26 years as a teacher, professor and an administrator in various educational institutions and is currently serving as the Principal of the prestigious Carmel High School, Basaveshwarnagar in Bangalore.

She holds a doctorate in Medicine and has completed her Masters in English, Education, Counseling and Psychotherapy and Business Administration. Dr. Florence is a strict disciplinarian and leaves no stone unturned to achieve it. She believes in a transformation in education and the responsibility of every stakeholder. In this article to MENTOR, Dr. Florence shares her experiences as an educator and the need for transformation as a leader.

Introduction Transformation principals are leaders who take actions to try and increase awareness of what is right and important. They promote motivational maturity and move beyond the persons’ own self-interests for the good of the school or society, a sense of purpose that goes beyond a simple exchange of rewards for the effort provided. They have many different and unique ways which are proactive, an attempt to optimize not just performance, but development as well, which encompasses things as the maturation of ability, motivation, attitudes, and values. They convince others to strive for a higher level of achievement as well as higher levels of moral and ethical standards. They can change the roles of teachers with finding a way to become successful in collaboratively defining the essential purpose of teaching, learning and empowering the

entire school community to become energized and focused.

They facilitate the redefinition of a peoples mission and vision, a renewal of commitment and restructure systems for goal accomplishment, recognizing fault or blame & responsibility.

Stepping up and taking responsibility paves the way for progress. Taking responsibility frees up to actually drive results, progress and innovate.

Students today are of a different breed, they respect teachers who know their subject and who can speak with authority about different things. Teachers should flip their classes transferring content in advance so that discussions are around students and they derive deeper understanding and acquire skills rather than mindless transfer of information.

Discussions at home about the great experiences children have in the school would make parents doubly assured of the future of their children. It is the trust that matters the most.

Every organization must have a vision and the school thrives not only on infrastructure but on competence, moral and intellectual, of those in charge.

Schools are cradles where character and personality are shaped.

Who Owns the Problem?

I arrive at the office each morning and find myself in a blamefree zone and my team attacks projects proactively and with confidence. When a problem

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April 2017 arises, everyone involved “owns it” and takes corrective action.

When everyone brings a solution oriented attitude to the table, the entire culture improves and everyone is driven by results. For a team to accomplish what they need to accomplish and learn to accept responsibility, requires a leader who is courageous enough to ask often, big, clear, direct questions delivered in an “I want you to win tone”.

Results will improve over time as employees get used to thinking about their own roles within the organization, and how their choices and attitudes impact the big picture. Establishing a take-responsibility culture begins with the stake holders.

But for the followers to adopt this fearless attitude, it is imperative that they understand their leaders are on their side and want them to win. Also the fact that nothing less than their highest degree of execution and performance will be acceptable.

Mistakes must be handled in a constructive way. Leaders need to make employees understand that they always have a choice, big, small, to act, to not act, all choices matter. They should know what’s expected of them; it is the best remedy for fear. That is why it is critical to make sure everyone in the organization,

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including the owner or CEO, has specific, measurable, achievable, relevant and timed goals. It is also beneficial for each person, including the person in charge, to write down his/her individual goal. This helps remove all ambiguity and can make an amazing difference when everyone brings a solutionoriented attitude.

it is critical to make sure everyone in the organization, including the owner or CEO, has specific, measurable, achievable, relevant and timed goals

From Blame to Responsibility Different people have had a major influence on my decision to be an educator. At school I explain concepts to my teachers that would stimulate students to think beyond what is being taught and we need to nurture the child and the ability to grow lies within them. As a principal I need to acknowledge the talents, find the expertise and the skill of the people who work with me. Timely appreciation is more important

than formal acknowledgement after several days. Appreciation and encouragement are force multipliers which are very much ingrained in the responsibility of a leader to provocatively reinforce all positive behavior.

For a principal, teachers are the best resources and should leverage on them. The service leadership of a principal creates group cohesiveness, increase interdependence and strengthens professionalism.

A correct understanding of problems, a sense of fairness, moderation in judgment and participative decision making are the useful tools one deploys in difficult situations. Helping staff members develop and maintain a collaborative, professional school environment.

A transformational principal • Should be inspired • Put theory into practice • Always show that you care • Personalize attention • Establish a shared vision • Providing modeling and mastery experiences.

We are all born with unique qualities, honoring and respecting this is what self esteem is all about. Getting people to like is merely the other

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side of liking them. No one is ever perfect and we have to understand that people have a right to be different, never try to change people, no progress can be made, when we put our learning experience to use we change.

The four essential components: • Idealized influence or charisma: envisions confidence and sets high standards.

• Inspirational motivation: provides challenges and engages in shared goals.

• Intellectual stimulation: helps to question assumptions and generate more creative solutions.

• Individualized consideration: treats as an individual and provides coaching, mentoring and growth opportunities.

Concern with the academic achievement of students has always topped principals’ agendas. I agree principals are responsible for establishing a school wide vision of commitment to high standards and the success. Career success in a global economy depends on a strong education; for all segments of society to be able to compete fairly, the yawning gap in academic

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achievement of students needs to narrow, also makes sure that notion of academic success for all gets picked up by the faculty.

Learning improvement agenda focuses on goals for student progress, as long as you support them, there is really nothing the students cannot do. Being a principal could be about building the quality of instruction, seek out the best preparation to find for instructional management, organizational development and a different use of skills and talents.

Stepping up and taking responsibility paves the way for progress. Taking responsibility frees up to actually drive results, progress and innovation

The School Environment Collaboration is the idea to build a team. It is not going to just have to be me. My job is to really find the expertise and the skills and the abilities of the people that I work with, cultivate those and glue them together to be a more successful team . Developing a

shared vision around standards and success for all students is an essential element. A healthy school environment is characterized by basics like safety and orderliness, as well as less tangible qualities such as a “supportive, responsive” attitude toward the children and a sense by teachers that they are professionals focused on good instruction, an upbeat, welcoming, solution-oriented, no-blame and efforts to involve students in a variety of activities.

Principals get high marks from teachers for creating a strong climate for instruction, good leadership, teacher motivation and work settings. Higherachieving schools provide all stakeholders with greater influence on decisions and are not a zero-sum game.

When principals and teachers working relationships are stronger, student achievement is higher. A central part of being a great leader is cultivating leadership in others .A teambased school transformation works at its best and results that could be seen in “student behavior, student conduct, and student achievement.”

Transformation Principals try to draw the most from statistics and evidence, six key steps of

April 2017 responsibilities: • Planning • Implementing • Supporting • Advocating • Communicating • Monitoring Taking Ownership Principals need to be aware that school improvement does not happen overnight.

• A Transformation principal in every school becomes a promise.

• Teachers go into the profession to be successful with kids • Working with a leadership team led by a principal who understands what it takes to be successful with kids is important • How learning can be encouraged for teachers and students, • How to get community and parental support in place, • Achieve the most important intrinsic motivation: success with kids.

Majority of a principal’s work can be invisible to teachers when they are in the classroom.

That is true of teachers’ skill in the classroom; it is also true of

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principals’ skill in orchestrating the collective, harmonious work of teachers. Everyone works in their own vineyard their classroom. Beyond that, it is important for teachers to learn from the beginning of their careers - and throughout their careers - how to be good collaborators and community members, how to reach out to others. Collaboration around good practice is built on trust.

People want educational leaders to help them through difficult problems. The whole melody of education right now is blaming everything but us, the economy, students today, teacher education programs,

parents and so on… Perhaps we can learn something from organizations that succeed anyway even with problems.

Schools that accept collective blame for poor performance instead of blaming factors “out of their control” achieve higher over the long run. So, by blaming conditions, by blaming the modern student, by blaming anything else but ourselves and our own system is detrimental to our long term success. If we continue to blame others and not take responsibility we will continue to have problems in our schools, in our homes, and in our lives.

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No one wants to blame society for the condition of education.

Because let me state that, we are all inhabiting the same society.

And yet some are succeeding and some are failing. There are people succeeding anyway even with all these blames. Why? They are controlling what they can control to make their school a better place. The great heroes of history shouldered the burden that was not their fault and did something about it anyway.

• Winston Churchill encouraged English people to “never, never, never give up” • Abraham Lincoln kept swapping generals until he found one to do the job, so slavery could be abolished.

• Gandhi to bring attention to the oppression of his people took the burden upon him, even to the detriment of his own body.

Educational leadership protects the plodding of teachers in the school so each teacher, each administrator; each person can play their part. You are what you do every day. If you have a problem, it is your fault if it stays there and you do nothing about it within your sphere of influence.

We have lost the individual beauty of the child and tried to manufacture education.

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We do not make widgets, we shape children – these are two fundamentally different things. Students are creative, self confident, and persistent, all measures that increasingly mark success more deeply than memorization of facts, but we have lost control of children’s behavior in our society to the point that teachers are afraid, parents are afraid, and no one will tell kids no. In many places, we have forgotten to hold anyone accountable for anything at all. In many schools, expecting homework to be done is a joke. We have lost trust and our expectations that many students can be so much more.

Stepping up and taking responsibility paves the way for progress. Taking responsibility frees up to actually drive results, progress and innovation

Schools should be safe places where mutual respect flows from the faucet of human dignity. In education, I promise you, we can do something. This is our

time. This is our responsibility.

These are our communities.

We have no one to blame but ourselves.

Blame is unproductive. It is a post mortem, backward looking exercise.

Responsibility is forward looking. Good leaders practice productive patience in leadership and take responsibilit.

Blame is the same as a temper tantrum. Bad leaders cry and whine and blame other people because they are not smart enough to be solution oriented.

Taking responsibility is being better than being insecure.

Good leaders are always prepared and are smart enough to be contemplative not resolute.

So how does one take responsibility?

Taking responsibility starts with accepting the notion that no one else is coming. No one will save you. No one will clean up the mess. YOU need to be the one to accept responsibility.

What happens when you take responsibility? That is when you have opportunity to innovate.

Taking responsibility makes the transformation principal bold enough and prepared enough to seize the opportunity.

doctor.florence@gmail.com

INNOVATION

STEM EDUCATION Mr. Rajat Toshniwal

Mr. Rajat Toshniwal is an accomplished educator and entrepreneur. He completed his engineering from IIT Bombay, post which he joined Schlumberger, an oil drilling firm. In a year, it became apparent that his heart lay in interacting with humans, not machines. He moved to one of the country’s leading experiential learning curriculum design firm named iDiscoveri, and worked on their primary offering named XSEED for more than 2 years. Thereafter, he spent the next three years developing one of India’s first computer based adaptive learning program. He currently works with Fitkids and heads its STEM education and Assessment platform divisions.

In this article for MENTOR, he decodes STEM education and shuns a few myths we have from an Indian perspective.

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Origins While the word stem brings plant life to mind for most casual readers, written in caps, the word STEM has a renewed meaning for science educators around the world. The term STEM, an acronym for Science, Technology, Engineering and Math, is attributed to Dr. Ramaley who served as an Assistant Director at the National Science Foundation of the States from 2001-2004. However, neither the acronym, nor the idea of STEM education took root till the turn of the last decade. Arguably, the idea of STEM education got a real hard push when the then US President, Barrack Obama launched his flagship ‘Educate to Innovate’ campaign, aiming to raise a whopping 1 billion US dollars to support STEM initiatives across the States.

Why Now? But wait, what is new about STEM? Has STEM not always existed? Many new and old business, whether they are making windmills, discovering new drugs, decoding genes, or making self-driven cars, are

constantly engaged in all four STEM disciplines to make life better. But when educators and industry experts in the States came across statistics like these, they got really worried: • The U.S. Dept. of Education states that only 16% of high school students are interested in a STEM career and have proven a proficiency in mathematics • 57% of high school freshmen who declare an interest in a STEM-related field lose interest before they graduate high school • By 2018, there’s an estimated need for 8.65 million workers in STEM-related jobs Some of the world’s largest (like Apple), fastest growing (like Uber) and most aspirational and watched for companies (like Tesla) do STEM based work!

Little wonder that US is worried about not having enough of their children opting for STEM careers.

Why in India?

USA is a different country with different challenges. But in India, we do not face a problem of children not opting for STEM careers. In fact, quite the opposite is true. Estimates suggest colleges add about 1.5 million engineering graduates to the Indian economy each year!

So why should we be working on STEM education? Well, because 33% of all our graduates are found ‘unemployable’. Their

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skills are so poor that companies choose not to hire them. A large majority of those hired have to go through rigorous 6-12 month training programs to be able to do basic work in fields like IT, bioinformatics, etc. So, India might not need to ‘encourage’ children to take up STEM careers, but it certainly needs to invest in developing a better ecosystem to inculcate STEM skills in children.

Since STEM is such an important idea for educators, let’s try and understand it better. One approach could be to debunk a few myths/misconceptions about STEM. Myth #1: STEM is hands-on Science Isn’t STEM same as hands-on science? Well, yes, and no! Yes, because all STEM is hands-on, and no, because all hands-on is NOT STEM. Consider the following two experiments: Experiment 1: Students sow some mustard seeds in a pot. They provide all suitable conditions of germination in one pot, while in other pots, either water, or sunlight, or access to air is restricted. They record the response of seeds to these different conditions and conclude the necessary conditions for germination and/ or plant growth.

Experiment 2: Students perform the same experiment as the one above. However, they measure the difference in ‘plant mass’ every day for a fortnight. This is plotted against time to give a time graph of plant growth over time. They analyse the nature of these graphs to deduce the nature of plant growth (faster in first three days or last three days, etc). They now modify the experiment to control variables like ‘intensity of light’, measured

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using a light sensor, or amount of water provided measured using measuring cylinder. They make new plots of variation of growth as a function of these inputs, etc.

You might have guessed that experiment 2 is quintessentially STEM like. By involving math (graphing) and technology (use of measuring devices like light sensor), the lesson has acquired a distinctively STEM outlook.

STEM fields require individuals to be gifted in dexterity, articulation, out-ofbox thinking, … and many such ideas.

Myth #2: STEM helps in teaching Math I am often asked in schools, “How does one teach algebra using STEM approach?”, to which my answer is “It doesn’t!”.

It is important to understand that a large part of what students learn as mathematics in school is ‘pure’ or ‘theoretical’

mathematics. STEM, on the other hand, is designed to develop problem solving ability in children, and all aspects of math do not find use in solving STEM problems. Fields of math most frequently encountered in solving science problems are statistics, geometry and trigonometry. Number theories and algebra find limited applications.

In a nutshell, STEM is not designed to teach math.

Math acts in the service of science when it comes to STEM education. STEM is conceptualized to integrate TEM in the teaching of science, hence the acronym STEM, not MEST or MTES, etc.

Myth #3: STEM is ‘robotics’ Many educators instinctively think of children making robots or learning computer programming when they think of STEM. While that is a good starting mental model, it is unfortunate that most people carry such narrow perception of what STEM is.

STEM is far more expansive than just robotics. In fact, robotics comes from a yet larger idea of ‘maker spaces’ which is

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again just a subset of STEM. Robotics, that brings together mechanics and electronics, highly specialized branches of physics, is an essential, but not the only component of STEM. Myth #4: STEM is all physics Going beyond robotics, many education services companies expand the scope to include a large part of physics. While worth applauding, even this expansion is not enough. Experiments with sound, light, magnetism, heat, and other areas of physics are just a tip of the STEM iceberg. As illustrated in Myth 1, even a classic ‘life sciences’ experiment lends itself all too well for a STEM way of learning.

In fact, one can argue that life science, especially genetics, neurosciences and other emerging streams use STEM in a lot more advanced manner than robotics/engineering based companies do.

India might not need to ‘encourage’ children to take up STEM careers, but it certainly needs to invest in developing a better ecosystem to inculcate STEM skills

Myth #5: STEM is for boys Myth 5 is essentially a corollary of myth 3. Because educational institutions (and unfortunately the whole society) related mechanical and electronic related fields to boys, by extension, robotics and STEM becomes a ‘boy thing’ in their minds. With my experience of working with thousands of children in different school setups, I have seen how students, irrespective of their gender, socio-economic background, and even language abilities, find STEM every bit as engaging as any other idealized audience.

As a side note, the Google Science Fair is one of the most coveted science fair in the world.

It recognizes students aged 1318 for their work in STEM fields and offers rewards like a dinner with the President of the US and a prize money of 50,000 US dollars to its winners each year.

Would it surprise you to note that in all of its 6 editions (2011-16), 5 of its 6 grand prize winners were smart, confident and aspiring young WOMEN! Do we need more proof about the ability and interest of girls in STEM? Myth #6: STEM is extracurricular/non-core Battling this myth is a part of

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my day-to-day life. When I talk to school leaders about some of the programs our company offers in STEM, they often think about these programs as ‘over and above’ the school curriculum. This is partly because most STEM programs are robotics, and that robotics really does not form a part of any major Indian board’s curriculum. However, a good STEM program quintessentially touches all aspects of a science curricula. Not only that, it makes science learning a lot more ‘learner directed’ and ‘thought provoking’. Good STEM programs do both: ‘cover’ science curricular concepts AND build ‘interest, skill and

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understanding’ in STEM fields. It involves not only hands-on (or ‘a play of materials’), but rigorous vocabulary building, journaling, argumentation, planning, social skills and a gamut of other skills that are not only useful in science but also in life. If you are a school leader or teacher, and your STEM curricula looks like ‘extra work’, you might want to reconsider continuing with it at all!

Myth #7: STEM is for the gifted ones Last, but no less, is the myth that STEM is for ‘gifted’ children.

As an educator, I do think that STEM is for the gifted ones. The

problem is, our identification of ‘gifted’ itself is poor! STEM fields require individuals to be gifted in dexterity, articulation, out-of-box thinking, collaboration, problem solving skills, persistence, and many such ideas. A child’s scores in math and science might have little if anything to do with their ability in engaging with STEM. Till such time as we remain poor in identifying gifted individuals, our STEM programs must go to all students. I am certain that taking STEM to all might have more than a few ‘surprise return gifts’ children who transform from this experience and become masters of STEM fields in times to come.

rajat.t@fitkids.co.in

MENTOR THOUGHTS

DESIGNING THE SCHOOL CLASSROOM Dr. Sagneet Kaur

Dr. Sagneet Kaur is working with LXL Ideas in the research and development domain. She holds a Ph.D. in Psychology, and has more than 9 years of experience in cognitive developmental and applied psychology. Her doctoral research entitled “Facilitating Ego-Identity Formation in Adolescents: A PsychoEducational Intervention” was to design and test the impact of identity related intervention on process of ego-identity establishment in adolescents.

She was appointed Research Intern/Fellow by Maulana Azad National Fellowhip, under the UGC grant, which included full time teaching assignments for postgraduate students in the university. She has always maintained her connect with the industry by leveraging her skills in the domain of behavioral sciences to develop marketing and pre-launch plans for various companies.

Applied psychology and impact measurement have been her areas of major interest throughout her short career.

In this article of MENTOR, she shares research driven facts related to designing and constructing a student friendly and learning oriented environment for students.

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Stepping out from the comfort zone and protected environment of home, from reach of parents to a new world of learning i.e. the school can be challenging.

Entering the school gate, crossing the play ground, reaching the corridors and then- ‘my classroom becomes my world’. From the first day of school until education gets over, the classroom becomes the second place after home where the child stays for the larger part of the day. The grade and section becomes a part of one’s identity and the classroom becomes a second home for the kid. What is a classroom? Google says, it is “any room in which a class of pupils or students are taught”.

However, it is not just ‘any room’, rather a specialized place which is conducive to the needs and requirements of the kids that promotes learning, involves them and motivates them to come to school.

A recent research stated that classrooms are usually arranged to meet the needs of the custodial staff more than the needs of students (Phillip, 2014).

The research on classroom environments suggests that classrooms should be organized to accommodate a variety of activities throughout the day and to meet the teacher’s instructional goals (Savage, 1999; Weinstein, 1992) It should also set a stage for the teacher to address the academic, social, and emotional needs of students (MacAulay, 1990).

The conducive physical learning environment involves the spatial structure of the classroom that refers to • how students are seated, • where the students and teacher are in relation to one another, • how classroom members move around the room, and the overall sense of atmosphere and order.

Seating arrangement deserves foremost consideration since the students stay in class for the longest time during the day.

The seating arrangement of the class is found to play a vital role in the effectiveness of the lesson learned with minimal distractions and high student engagement.

One should be mindful that there is harmony between the preferred seating arrangement and the classroom size and shape (keeping into account the obstructions like support beans, poles, walls and other fixtures); the seating arrangement should keep distractions out of sight; it should also consider the student size in a class and their age and level of maturity and the most important is the kind of teaching style which one prefers to use (Phillip, 2014).

Among the other factors the specific focus of the class can also determine the kind of arrangement one can use.

‘Teacher-Centered Class’ is where the teacher is the centre of attention and presentation and lecture centric methods of

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imparting learning are used. The other is ‘Learner-Centered Class’ where students interaction, discussions and group work are important.

A mix of both the approaches is usually preferred by the teachers, where the seating arrangements are flexible and functional enough to meet the student and teacher centered requirements at the same time.

The kind (minimal, small and large group interactions) and objective (knowledge and skill growth) of student’s interaction can also be factor to regulate the kind of seating one wants in a class. Research highlights various types (Quinn et al., 2000) of seating arrangement and their specific benefits: Traditional (Rows & Columns) Seating Arrangement

Horseshoe/U-Shape

This arrangement is teacher and learner centric approach, where class can interact in large group format with small & medium sized group. This arrangement encourages discussion, participation and also supports student-to-student interaction and teacher-tostudent interaction. Courses that emphasize discussions and presentations typically function well with this configuration.

This pattern is not suitable for very small or very large group size as this may overwhelm shy students.

Clusters

teamwork, communication, problem solving, collaboration and reflection and develops flexibility among groups.

These clusters offer safe and comfortable environments for students to share ideas. On the contrary, this arrangement promotes noise level, distraction and off task behavior, thus decreasing their productivity.

It is harder to assess the performance and level of understanding of every student, as no single one can be kept accountable for the group task.

Runway/ Face to face

This arrangement is great for discussions and lecture based classes, where the teacher uses the runway between two roads. This pattern of seating facilitates interaction among the participants.

Stadium

This pattern of seating promotes work, productivity and minimize disruptions and cheating behavior among students. This is also effective in demonstration and test taking as supervision is quite easy here. But the major drawbacks which make this style redundant as this arrangement discourages team work and student-centered discussion, therefore students easily lose focus and get distracted.

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This is a learner-centered approach which facilitates student-to-student interaction and is appropriate for small group formats with any size of the group. This arrangement promotes cooperation,

April 2017 This arrangement is a variation of the classic row configuration and runway; desks are grouped in clusters but all facing the same direction. This is also best suited for teacher-centric classes.

Combination

This configuration provides a great mix and match arrangement which best fits the needs and requirements of the students of varying learning levels, methods of learning and behavioral issues.

Depending on the need, teachers can also design their own environments, like featuring a quiet reading corner, a music area where students can play soft music while completing work, a discussion/ conversation center, a large table for cooperative projects, spaces for wet or messy projects, multimedia spaces, learning centers or stations, and individual work areas (Quinn et al., 2000; Walker & Walker, 1991) Classroom Ergonomics Ergonomics or comfort design is a science that aims at learning about human abilities and limitations and applying this learning to design and arrange workplaces, products and systems so that they fit the people who use them.

Ergonomically designed classroom are the need of the

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hour as physical discomfort of students can drastically effect their level of concentration and can diminish their performance.

It can enhance behavioral issues among them. Ergonomically designed classroom makes learning easier by removing hindrances, large or small that might hamper student deliberation on the day’s lesson.

Factors that effect ergonomics of classroom furniture varies from choosing seating and desks of age appropriate size and shape, height of students to delicate design elements.

This will improve their focus on task and instructions, instill deep learning, concentration and attention.

Research evidence show that over 83% of elementary school children sit at chair-desk combinations which are not suitable for their body height and they spend around 9 hours sitting per day on a furniture that is out of date and does not conform to minimum orthopedicphysiological requirements. This makes them more vulnerable to problems like lack of blood circulation, rounding of the back, tense shoulder, neck, and back muscles, spinal cord to be pressed to one side and constriction of the digestive organs.

Poor postures can also compress the diaphragm, affecting breathing and voice quality (Faculty, University of Manitoba, 2014).

Ergonomically poor classroom furniture also impacts cognitive ergonomics and leads to lack of attention, poor concentration, poor memory and lowered achievement levels (Springer, 2010).

School should invest in furniture that provides a ‘right fit’ and is adjustable. Schools along with the designers and engineers

working in designing school furniture should design ‘movable furniture’ that allow various degree of movements and can be shifted and handled easily.

One can also opt for furniture designs, which are helpful in changing seat inclination, swivel chair designs that offer height adjustment.

Arrangements like these can enhance their creativity, productivity and empower them.

Every classroom, teacher, student and situation is unique.

Ergonomically constructed classroom environment with easy to move, arrange, stack and store furniture can boost the levels of engagement and performance of the students.

The smartest and innovatively designed ergonomic desks and chairs that can be adjusted in size, provide the right fit, move with a student can help preventing trigger of behavior problems and establish a climate conducive to learning.

A well designed and properly arranged classroom can act as powerful resource facilitating effective instruction and positive teaching/learning interactions.

So, try and think outside the box, rows, and horseshoes and create your own configuration.

References: • Faculty of University of Manitoba.

Ergonomics for Schoolchildren: Schoolbags, Furniture, Computers, Visual and Auditory. University of Manitoba website.

• Springer, T (2010), The Future of Ergonomic Office Seating. Knoll Workplace Research. MacAulay, D. J. (1990).

Classroom environment: A literature review.

Educational Psychology, 10(3), 239-253.

• Quinn, M. M., Osher, D., Warger, C. L., Hanley, T. V., Bader, B. D., & Hoffman, C. C. (2000). Teaching and working with children who have emotional and behavioral challenges. Longmont, CO: Sopris West.

• Weinstein, C. S. (1992). Designing the instructional environment: Focus on seating.

• Phillips, M (2014). A Place for Learning: The Physical Environment of Classrooms.

Edutopia.

sagneet@lxl.in

SAFE SCHOOL FRAMEWORK Ms. Kalpa Kartik

As Principals of schools and leaders of your organization, you are entrusted with the responsibility to build an environment that encourages learning and excites not only children but teachers and staff to come in every day with the same enthusiasm and perform.

What then makes a school a great place to work at? How do you ensure a child feels secure?

What are the challenges faced by a Principal to run a school?

We at LXL Ideas, asked about 150 principals across India the top 5 challenges faced by them in running their schools. It was highly reassuring and alarming to know that “Safety in Schools”, was rated highest among the challenges faced. A safe school is absolutely essential for any parent, ward and teacher. If you do not feel safe coming to a place, you will not perform and definitely not learn and grow. So is your school “Safe”?

Along with the physical safety of a child, mental and emotional safety is critical. Parents leave their children at the school with immense trust in the teachers and the organization to take care of their children. While I was happy to note that safety is priority for principals, I was concerned if they considered the various aspects of running a ‘safe school’.

It is also a fact, that many of the

schools do not address the issue of safety due to ignorance, lack of information, etc. Below is a list highlighting areas to consider making a school safe. The main strategy is to place school safety on the education agenda. In a typical school, there are several areas where safety concerns exist. Specific actions require the attention of the school administration, teachers and staff. The challenge for schools is to build these safety aspects into the culture of the school.

• Mental Health of children • Safe Classroom Equipment & Furniture • Teacher Quality and Referral Checks • Medial Facility • Bus Service/GPS Trackers/ Female Assistant on board • Fire Safety/ Drills/ Demonstrations • S a n i t a t i o n / H y g i e n e / Cleanliness in School • Cyber/Internet Security • Canteen/Food Amenities • Surroundings Around the School

• Building/Infrastructure • Staff/Group4/ Referral Checks • Playground • Database National and international research reveals that positive and inclusive school environments lead to better academic results, increased confidence and better attendance at school (CarrollLind, 2009). A Safe School’s Framework drawn with a vision and a set of guiding principles could assist school communities in developing positive and practical student safety and well-being policies. It is critical and absolutely essential for every principal to consider this as against deal with the issue when the circumstance arises.

Include all stakeholders and share the responsibility across the spectrum. Create awareness among the students and staff at regular intervals to keep them abreast with the issues that can come up and how to cope with them. Make safety a culture in your school. Become a SAFE SCHOOL today!

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