Mentor November 2015 Vol 09 Issue 06

CONTENT

Mentor, November 2015 Volume 9, Issue 6

Mentor Thoughts

05 Sultan Speaks

Collaborative spaces

14 Cover Story

The Nine Gems Model...

34 Post Scriptum

Learners of learning...

Pedagogy

School Leadership

06 20 Nurturing young minds An Inner Bliss How rigid social norms stifle growth of natural thought process..

Making of a happy school sensitively and sensibly...

Innovation

22 24 Augmenting education The distinct similarity Literacy is not the end of education not even the beginning...

26 Mentor Conclave

09 Means to excellence

– A Curtain Raiser

Education is the key to a rational mind and empowerment...

School Governance

Teaching and training the learners of information age for future...

32 MENTOR journal, 2015

11 A breakthrough in education!

Gandhian philosophy of education for the individual and society should be retained...

P. Ajitha

EDUCATORS

Publisher and Owner Mr. Syed Sultan Ahmed Editor-in-Chief Dr. Vidya Shetty

Dr. G. Immanuel

Content Team Ms. Kalpa Kartik Ms. Sulagna Biswas

IN THE SPOTLIGHT Anjum Babukhan

Vera Hajela

Production Mr. Praveen U.M. Mr. Sathish C. Ms. Guna V.

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5 Conference Tips Know your speaker: Weeks ahead of the event full list of speakers is announced by the organizer. It would be a good idea to research the speaker profiles and the session topics prior to attending the conference. This effort would make it valuable to decide which session to attend at the conference Listen attentively and ask questions: Listen, make notes and stay focused. Ask questions when the session ends.

Connect and Network: Chat with people you don’t know and exchange cards. It is a great opportunity to converse with speakers in private and ask questions not asked earlier.

Prepare your elevator pitch: Make your introduction short, stick to 1-3 sentences.

Include why you are at the event or why you want to get to know another person in a quick and efficient manner.

Use Social Media: Many conferences have a # (Hashtag) for their event that they want attendees to use on social media such as #MentorConclave Pre-event: Signup for a Twitter/Facebook account and follow the event page, for instance: @mentormagindia.

Event day: Tweet ideas or post resources from the sessions you attend. This way you can search for the # after the conference and learn ideas being shared by other participants in sessions you might not have had a chance to attend.

Post-event: On LinkedIn connect with the people you networked, follow your favourite speakers and post an event review on the organizers Facebook page, Twitter or website. Remember feedback fosters growth.

SMILE, you will appear warm and approachable! ries or to us sto d Do write could ad tes that ll our a anecdo to t h g d thou @ value an n mail us at info a c d n u o se Y r s. o live .net , agazine mentorm rs to “The Editor” tte , le 5 r 7 u 1 o y ,# e in Magazin MENTOR Lower Palace , ss ro C 2nd luru - 03. s, Benga 899 Orchard 37 937 8 Ph: +91 9

Source Internet

SULTAN SPEAKS

COLLABORATIVE SPACES Early October 2015 I was back to Boston to attend a very interesting conference SOLVE that was initiated by the world’s premiere research based educational institute MIT. The mission of SOLVE was to inspire extraordinary people to work together to solve the world’s toughest problems. Technologists, philanthropists, business leaders, policy makers and change agents all came together to examine and address the problems where technology, business innovation and smart policy can be leveraged to bring about real and lasting change. The four pillars of focus at SOLVE were Learn, Cure, Fuel, Make.

The objective of the LEARN CHALLENGE: Provide access to quality education by 2050 to anyone, anywhere, with the will to learn.

I had the most amazing experience deliberating with some of the best minds on this planet about issues that matter most to our future and more so about the future of Education. A few points on education that were echoed by most participants were that learning in future will not happen in the manner it does today in organised schools with classrooms, curriculum and teachers.

Personalised, customised, glocal (blend of Global and Local) education will be the norm.

Education will focus more on life and living rather than learning facts and information.

Most people might learn job skills on the job as the nature and requirements of jobs will change constantly. People skills will be most priced and several Ivy League institutions will emerge across the globe to research, understand and propagate people skills that would have otherwise become a rarity.

Making sense of the abundant information, analytical skills and decision making skills will also be highly priced.

The biggest challenge that education will need to address is the issue related to environment and energy. No longer can we continue teaching children examples of the past, we will need to put across to them real issues as the grown ups will have very little clue on how to solve them. The hope being that the future young minds will solve issues that the minds who got educated in the past would have created. Educational institutions will function more like spaces of

collaboration for youngsters who will work on common issues and challenges.

While all these changes will happen in future, schools will continue to churn out millions of students by the year. The task then for existing schools with existing systems is to ensure that they do as less damage as they can on our children’s ability to create, innovate and solve problems. It is now pertinent for educators to keep the unknown in mind and create changes in their pedagogy and the manner in which we nurture our children.

On the 1st and 2nd of December we are hosting the Mentor Conclave at IISc Bengaluru. I look forward to taking this discussion on the future of education forward through one of our themes on Innovation.

Educational institutions will function more like spaces of collaboration for youngsters who will work on common issues and challenges

Mr. Syed Sultan Ahmed, MD, EduMedia India Pvt. Ltd. sultan@edumedia.in

PEDAGOGY

NURTURING YOUNG MINDS Ms. Ajitha is an eager learner, teaching practitioner, who believes that true education is transformational in nature. Teaching according to her is an art that can be mastered through continuous learning and a skill that can be honed through incessant practise and developed through constant reflection but which still remains largely an intuitive process. She entered the profession by chance but continues to stay put by choice. A second generation teacher who claims to have inherited the aptitude for teaching as a legacy from her parents and owes them her solid foundation in education by virtue of having studied in Sainik School, Imphal. She presently teaches at Delhi Public School, Coimbatore but prefers to call herself a co-learner in the journey of self-discovery she embarks with her students in the process that we call “education”.

In this article to MENTOR, Ms. Ajitha is of the opinion that schools should inculcate in children the skill of developing their individuality instead of being punished for non-conformity to established social norms.

That debilitating plague called social conformity has become a gnawing irritation.

For it strangulates free thinking, punishes divergent views and individuality. Even as adults we are uncomfortable being subject to public scrutiny and conforming to social standards. Imagine the plight of children!

This observation is especially significant in the context of schools. It “socializes” tender impressionable minds to “fit in” the mould of “good, well behaved, well mannered” individuals (which actually reads as docile, submissive, indoctrinated and conditioned

minds).

History is replete with stories of men and women being socially ostracized, tormented and forced to submit for the crime of asserting their individuality. I realized how regimentation in the guise of conformity is a ploy to arrest any spark of individual assertion - construed to be rebellion. I realized this when I was asked to conform to a narrow, restrictive code of conduct.

This tendency to make an ‘erring’ individual ‘toe the line’ is usually termed as peer pressure, herd mentality or group identity. But the underlying idea is to punish any individual daring to be different, refusing to follow set norms and rules. This suppression of divergent thinking and behaviour is detrimental for the development of young minds. It curtails the minds that are in process of discovering themselves. Inhibited to explore the many possibilities that lie dormant deep within, waiting to find a medium to manifest itself.

The mind has to be left unbridled and free to discover the extent of human imagination and capabilities. It needs the space to pursue its own course in a conducive environment –

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November 2015

physical and psychological. The blooming of innate talents and gifts which is seen as the real purpose of education will be possible. So it becomes imperative to even out hurdles to realizing the true potential of children in schools. The ramifications of stifling individuality goes well beyond the schooling years and crystallizes into a set of behaviour and thinking that prevents the individual from realizing his true potential.

The mind has to be left unbridled and free to discover the extent of human imagination and capabilities Let me explain how….

In the initial days of my career, I committed the mistake of equating the tendency to question and resist certain imposed norms on the part of students to misbehaviour and misdemeanor. I overlooked the fact that the ability of the mind to question, reason, clarify, challenge any accepted body of knowledge is a sign of actual learning.

It defines good teaching and effective learning. It took me some time to realize this.

The reason for my conditioned response was perhaps my own experience as a school student. It had narrowed my perspective and impaired my discerning power. It was almost five-six years later, into teaching, when I began discovering my latent potentiality. I became sensitive to the prevalent attitudes

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and practices that inhibit the inner growth of an individual.

The real measure of any well- meaning education In our obsession with order and external discipline we, educators subject our students to meaningless and unnecessary regimentation. I agree sometimes it is necessary. For to manage hordes of active and listless students in order to carry out an academic activity, it is the only recourse a teacher has. But when it is used in excessive degree and during unwarranted circumstances, it stops being a genuine and effective tool. In fact I have often had to restrain myself from being the tyrant that such position tempts us to become. On several occasions, the realization dawns after the damage is done. But it is never too late to make amends. I am not against the case of “discipline” per se but against the practice of subjecting students to unquestioning obedience of rules and regulations made by others for their “good”. This tendency of conformity that is hailed as the highest form of discipline is what I believe hampers the development of individuality and free thinking without which there can be no education of the real nature.

What is wrong if a child challenges something which he thinks is arbitrary? Why is refusal to conform to the populist views and practices scorned at? Why is standing-up for what one thinks is right based on his value system seen

as a sign of defiance? Is it because of our intolerance to everything that is different from our own ways of thinking and doing things or is it because of something more sinister and base? I am sure sociologists and psychologists have many theories to explain this. But to my average intellect and reasoning power, it seems that this tendency stems from a deep seated insecurity - moral, psychological and emotional. It sees non-conformity as a direct threat to one’s authority as teacher/ manager/administrator. Here the people use the position of false authority and power to force the “erring” individuals to comply.

Thus the “position” that gives people the authority to call the shots is misused to boost their ego. To compensate for the weakness inherent in them; it gets manifested in their tendency to control free thinking individuals.

This attitude of controlling behaviour or forcing compliance could be anything like social status, money, property or even as outlandish as the concept of a collective conscious that dictates social conduct and propriety. It is commonly found in society.

My basic question is not what justifies this behaviour but why is such an attitude allowed to prevail? Don’t the major uprisings against discrimination present a case for allowing individual freedom? If we educators and our institutes do not foster and encourage individuality and the ability to stand for what is right and just, we cannot blame the youth of indifference, apathy and lack of moral courage.

This suppression of divergent thinking and behaviour is detrimental for the development of young minds

ajithapaladugu@gmail.com

SCHMILE Teacher: Max, your composition on “My Dog” is exactly the same as your brother’s. Did you copy his?

Max: No, teacher, it’s the same dog!

Q. What is the worst thing that can happen to a geography teacher?

A. Getting lost.

Q. Which building has the most stories?

A. Library!

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Two students were chatting: First. Where do New York City kids learn their multiplication tables?

Second. Times Square.

Teacher: George, give me a sentence starting with “I”.

George: I is...

Teacher: No, George. Always say, “I am.”

George: All right... “I am the ninth letter of the alphabet.”

November 2015

MEANS TO EXCELLENCE Mr. Digambar Behera, is a motivational speaker and author of several books. His writings focus on self-help, personal growth, success and motivation. All his teachings aim to develop an individual’s inner talents to accomplish achievements and help resolve problems. As a speaker, he conducts motivational programs across the country mostly in reputed educational institutes. He has authored four books - Pathways to Success: Empower Your Inner Excellence (Year 2013), Moments of Life: Wonderful and Awesome (Year 2013), The Habits of High Achievers: Unlocking the Key Secrets to Success (Year 2014) and Daily Wisdom: 365 Days Inspirations for Success and Inner Peace (Year 2015). Mr. Behera shares his views on the importance and value of good education with the readers of MENTOR through this write up.

Education provides nourishment for human development. The process begins at an early age and stays for life. Education is a major strength in everybody’s life. We build ourselves in the society through education.

It creates a platform through which we get varied opportunities to establish our worthiness before people and society.

Initially we have to make the effort to establish ourselves. Later people recognise you for your worthiness. Good education is important for achieving empowerment and accomplishing specific objectives.

Education develops our inner strengths and capabilities. It boosts our confidence and self-esteem and leads to personal excellence. Education provides us with the sensibility to differentiate between logical

and illogical. We do not depend on “luck” or destiny to achieve our goals. For if we do then we will be left behind in real life.

As you move in life you find your objectives and start working towards achieving them.

Education is the first goal to enhance our inner abilities and show others what we are.

It develops our understanding and improves true realizations. We find ourselves in the higher heights of our achievements as we get closer to excellence. We can impart our excellence through different works in society.

We can create advanced cultures around us and build a healthy society.

The greatest value to learning in education is discipline. It is the value of all values. Without a disciplined mindset you cannot achieve excellence A major problem with the youth today is illusion. They often accept things without knowing the truth and its effect on their life. Teens often compare themselves with others. They make inadequate efforts to improve themselves and end up becoming patients of depression. They tend to ignore their responsibilities and duties. Owing to which they are unable to develop personal excellence. Education guides us in forming our own opinions and views. It prevents us from getting misled by illusion and others’ opinions.

Life improves by educating yourself. As you improve your personal excellence and focus

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on the changes in yourself and not others.

Students should ideally concentrate on their studies and related activities to augment their growth. This will help them to explore their real growth and advancements in future. Building on a long-term success is the best commitment to yourself. You can’t build it without taking the necessary responsibilities.

Cribbing and complaining will not help you find your own destiny.

There is lack of clear vision and specific goals which leads to confusion.

Students must be encouraged to focus on personal development activities which are part of education Growth towards excellence can be attained through proper education. We must have focus on creating a big picture in students’ mind. One of the ways to achieve excellence is by learning about great achievers and their works. You cannot get motivation unless you have clear visions and goals. That is the primary reason and main discussion of current time for talented youth. Despite being talented, they are directionless and puzzled. There is lack of clear vision and specific goals which leads to confusion.

Students must be encouraged to focus on personal development activities which are part of education.

To improve the value of education, institutional heads need to set discipline and codes of conduct for students to follow. The

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greatest value to learning in education is discipline. It is the value of all values. Without a disciplined mindset you cannot achieve excellence.

Another greatest value to learning is sincerity, how sincere you are in your work decides how successful you can become in the future. A sincere student always thinks about what needs to be done at the right time for his growth and developments. He manages time in right ways and gives values to his time.

A student’s psychology gets moulded when it is influenced with the values that can shape his/her character towards achieving his/her goals. A good environment must be set up to do good activities and students must focus on personal development activities along with their studies to enhance their personal excellence.

Good education is about educating your mind and inner self to understand and multi-task efficiently. This is the fundamental strength to humanity today and for everybody’s growth and advancements.

Good education is the greatest value and contribution to the society; those people are great assets who have selfless contributions in building people and in this way, we deliver certain values to people in many different ways to make the whole world successful and peaceful.

digambar.books@yahoo.com

November 2015

A BREAKTHROUGH IN EDUCATION! Mahatma Gandhi exerted the greatest influence in India in the last century. His ideas are capable of guiding India and the world as a whole even today if they are applied according to the demands of time. Gandhiji’s educational philosophy was influenced by several factors. Realizing the futility of the British system of education, Gandhiji propounded his scheme of education. According to him, true education is an all-round development of all the faculties of the child. However his educational ideas were largely misinterpreted. The present system of education has several shortcomings which can be done away with if Gandhian ideas are revived with some modifications.

Principal of St. John’s School Whitehal, Shillong, Maushumi Deb in this insightful piece to MENTOR, opines, “Education has turned into a commodity and we are still clinging to centralized, text book oriented employment opportunity driven education.”

India has from time to time given the world mentors who through their ideas and practices reached the pinnacle of human status and guided the entire world. Their work has guided the world in many ways and is capable of doing so even today if they are applied according to the demands of time and space. In this context by any reckoning, Mahatma Gandhi had the greatest influence in India in the last century.

Also there are voices which proclaim that even in our globalized world, Gandhism or the spiritual heritage of Gandhi has its actuality and relevance. Dr. Martin Luther King had said, “If humanity is to progress, Gandhi is inescapable”. At Gandhiji’s death, the New York Times wrote: “He left as his heritage a spiritual force that must in God’s good time prevail over arms and armaments and dark doctrines of violence.” That Gandhi is relevant in the present scenario and for centuries to come is beyond any dispute. The intelligentsia throughout the world has authored several papers on this.

Nevertheless, Gandhiji’s life and career is so rich that volumes need to be written to get a complete idea as to how his life, ideals and philosophy impacted India and the world. Although Gandhiji expressed his ideas on everything from God to birth control, our focus will be only on his teaching or educational philosophy.

Gandhi’s educational philosophy was influenced by his philosophy of life; his

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educational experiments at Tolstoy Farm, Sabarmati and Sewagram Ashrams; his dissatisfaction with the British system of education. According to Gandhiji, British system of education had little use for the masses, there were inadequate facilities for children aged between 6-11 years as well as poor enrolment. English medium of learning was the greatest handicap as it created a permanent barrier between the highly educated few and uneducated many. The British system was not related to life and was neither responsive to the realistic elements nor inspired by any life giving and creative ideals; it disorganized villagers and sunk them into poverty and unemployment. That it was based on foreign culture to the almost entire

exclusion of indigenous culture; it ignored the culture of the heart and the hand and was restricted simply to the head. Another factor that determined his teaching philosophy was his firm belief that social, moral, political and economic regeneration of India depended on education. He wanted to create a social order based on truth of exploitation could be excluded. Thus realizing the need for overhauling the system, Gandhiji evolved absolutely a new philosophy of education which was called Nai Talim and later Basic Education.

Education according to Gandhiji means, ‘an all-round drawing out of the best in child and man---body, mind and spirit’. Literacy is not the end of education or even the beginning.

It is one of the means whereby men and women can be educated. Literacy itself is not education. To him, education is an activity which is necessary not only for social progress but also for moral, political and economic development. No education can be sound that does not make useful citizens, i.e. whole man of boys and girls.

Education must not ignore any aspect of human development. True education is that which draws out and stimulates the spiritual, intellectual and physical facilities of the children. Thus in his philosophy of education, he stands for a harmonious development of all the four aspects of human personalitybody, heart, mind and spirit. He considered education as a lifelong process which begins with the beginning and ends with the end of life going on constantly and unceasingly.

Briefly, the cardinal postulates educational philosophy were:

of

his

• Education means all round development; it is best obtained through action • Education has to be through a craft, not merely through books and abstractions • The basis of true education is character building; an educated person should become an ideal citizen • Education should be self-supporting as far as possible and also equip to better his own economic conditions • Education should be based on nonviolence and should work for communal harmony • The medium of instruction should be the

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mother-tongue, not English. There must be accord between the education a child receives at the school and the environment of the home.

• Primary education should be free and compulsory for all children and should last for at least seven years • All education planning should be undertaken with the rural Indian masses in mind i.e. education should not be elitist but popular in its character • Overall control must be in the hands of the people • The teachers must be competent and of good character right from the first class Craft centred education would also entail intelligent planning, theoretical soundness and proper evaluation Gandhian education was a breakthrough in the traditional system of education.

He held that a child’s education should begin with the teaching of a useful craft to enable him to produce something right from the beginning of his study and training.

He also insisted that the child should be taught scientifically so that the child should know the why and wherefore of every process. Craft-centred education has great relevance in Indian scenario. In a populous and developing country, craft would make education self- supportive. As it is not possible to give formal school education to all citizens, provide government jobs, vocational education will help to provide avenues of employment which in turn would lead to economic development. Further vocational education was emphasized not only because of its productive utility but also because it promoted dignity of labour. Craft centred education would incorporate an attitude in the mind of the students to look upon manual work and intellectual work on equal terms which would transform the work –culture and mental attitude as well. Further, craft centred education would also entail intelligent planning, theoretical soundness and proper evaluation.

This would establish a close relation between the educand and the educator, for in the process of teaching and learning they would work together to produce something which

November 2015

would inculcate the art of living in student.

Character building and cultural refinement of a personality was another important aim of Gandhian education. Emotional impulses of the child should be taken care of through mental training; fellow-feeling, mutual sharing, love, sympathy, compassion and honest living should be generated in the mind of the child during his formative period. Moral development should be the primary objective of education. The need for providing character education or value education is felt greater today because the present system of education failed to contribute much to the individual and social development. Good of the individual and good of the society were interdependent.

So education should be both for the child as well as for the state. Gandhian education is a means to achieve perfection of individuality on the one hand and an instrument of service to the nation on the other. Thus, Gandhian education is not only holistic and practical, it was highly decentralized and integrated with a potential to motivate the entire community and place responsibility at the community as well as the State.

However, looking at the present educational scenario, one would surmise that our policy makers have misunderstood or perhaps misinterpreted the Gandhian philosophy of education. There is alienation and dehumanization of education. “Education for life, education through life and education throughout life� is non-existent. Educated people or output from schools and colleges aspire only for table-chair jobs. There is hostility towards productive labour or skilled

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craft work. This has resulted in the increase of consumers and educated unemployed.

Education is turned into a commodity and we are still clinging to centralized, text book oriented employment opportunity driven education. Instead of being selfsupporting, education has become the sole responsibility of the state. Higher education is elitist which has resulted in an unattainable gap between the rich and the poor.

Lack of objectives, defective syllabi and examination system, unnecessary emphasis on English as a medium of instruction has led to tremendous inequality and injustices.

Education has failed to satisfy contemporary needs of our society. Thus the defectiveness of the present system of education and its failure to satisfy social requirements need hardly be debated further.

Vocational education will help to provide avenues of employment which in turn would lead to economic development If education is to serve the ends of the society, it must get rid of its shortcomings.

Gandhian educational ideas founded on eternal principles of equity, social justice, non-violence, human dignity, economic well-being and cultural self-respect will provide answers to most of the problems facing our current system of education.

Gandhian scheme of education is job centred, value based and mass oriented. He formulated his scheme of education in the context of poverty, illiteracy, backwardness and de-generation of our masses. He laid the foundation of a system which was suited to our needs, genius and aspirations for the future. Times have changed and needs of our time is different from what it was. No doubt, there were certain fallacies in the Gandhian education also, but it is up to us to perfect and extend the Gandhian educational ideas taking into account the current needs and demands of the people.

Obviously, some adjustment and adaptation may be necessary in the process, but the spirit of the total Gandhian philosophy, i.e. education for the individual and society should be retained.

maushumideb@ymail.com

COVER STORY

MASTERS OF OUR OWN FLIGHT! Good leaders stay calm in difficult situations, think before they act and put the needs of the school before themselves. An effective leader steps up to fill in holes as needed, even if it is not a part of their daily routine. Exemplifying dynamic leadership, innovative thinking and a visionary approach, Dr. Amrita Vohra is a role model for her team. It is under her efficient guidance and planning, Global Indian International Sshool Chinchwad, Pune introduced pioneering concepts in the teaching learning processes to bring in quality education.

Thinking aloud…

“I believe that education is a priority for fine and meaningful existence. The key to the development of any Nation remains to be education which makes it imperative to provide wholesome 360 degree education to the current generation of India; as an educated India will enable it to make its presence felt in the world.” Reiterating the vision statement of the school which is ‘to become a Global Role Model’ for teaching and learning’, says Dr. Vohra as she inspires her team into becoming a source of light and guidance to nurture a generation of future leaders.

In tandem with the school’s mission, I lead from the forefront to nurture global students into men and women, who will be leaders of distinction, committed to spirit of excellence, through high quality education imparted by globally experienced and caring teachers; building strong virtues and values while focusing on all round development, creativity and entrepreneurship.

Stressing upon her goal, she states, “My dream is to enable, encourage and endow every child for a lifelong pursuit of learning.

By creating a centre for excellence I wish to ignite minds, energize bodies and strengthen souls of our future generations and help them excel not only in academics but also in other dimensions of their being to emerge as truly global citizens”.

Reflecting upon the journey…

GIIS Chinchwad began its journey in 2011

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with 300 students. The journey which is laced beautifully with achievements and accolades is standing testimony to the efforts and hard work of the entire team. The school is a proud recipient of the prestigious International School Award bestowed upon

by British Council, UK and the INTACH Award for Best Heritage Club.

My dream is to enable, encourage and endow every child for a lifelong pursuit of learning

GIIS Chinchwad is a part of Global Schools Foundation. With the mission to cultivate and nurture young minds into global leaders of the future, the Singapore-based Global Schools Foundation was founded in 2002.

Following high standards in governance, established academic criteria, and welladministered management processes, the Foundation has completed 13 exemplary years marked by international recognition for achieving excellence in school education.

The school follows the Central Board of Secondary Education (CBSE), which is a Board of Education for public and private schools under the Union Government of India.

The prime focus of the Board is on: • Innovations in teaching-learning methodology by devising student-friendly and student-centered paradigms • Reforms in examinations and evaluation

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practices • Skill-based learning by adding joboriented and job-linked inputs • Regularly updating the pedagogical skills of the teachers and administrators by conducting in service training programmes, workshops etc.

for each child.

The various innovative teaching practices and opportunities provided to students across verticals reflects in the outstanding results of the maiden Class X batch where 100% students received distinction and 40% receiving the perfect score of CGPA 10.

An award-winning holistic teaching methodology of the Singapore-based Global Schools Foundation, the 9 (Nine) Gems is a dynamic framework of holistic learning that meets the changing needs of a growing child and his/her evolving personality. In the initial years of growth, the focus is on developing universal values, ethics, discipline, creativity and personality development. During secondary and high school years, the focus shifts to academic achievement, leadership and entrepreneurial skills and key competencies for vocational and career advancement.

Priority is student enhancement…

Creating teaching learning environments which are stimulating, thought provoking and encourage students to challenge the set paradigms of rote learning is significant to my style of leadership. While it is important to build strong roots for each child it is also imperative to give them wings to fly and explore. Inculcating in them the facets of inquiry, curiosity, investigation and experimenting, the school accelerates the academic journey of each child. Applying concepts taught in the confinements of the classroom, optimizing learning through innovative techniques are areas which are hugely explored at GIIS.

The school adheres to this practice for its integrated and unique learning spheres that provide holistic education. The framework has won the prestigious Golden Peacock Award for Innovative Product/Service Award 2014 by the Institute of Directors.

From academic and sports excellence, visual and digital arts, personality development, creativity, innovation and problem solving to skills like entrepreneurship, leadership along with imbibing values, ethic and discipline, the 9 gems model maps all areas of growth

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“At GIIS, it has been our constant endeavour to be on a pursuit of achieving academic excellence, escalating our standards with every initiative. With the primary tentative steps taken in the right direction, today we stand confident with our initiative of introducing a diagnostic tool conceptualized by our competent faculty and developed

by Educational Initiative” shares Dr. Vohra.

This tool has been instrumental in creating assessments which help first identify gap areas in conceptual understanding though research based assessment and delivering diagnostic data with the intent to assist the school in bridging the gap identified thus making it simplified to provide remediation.

Individual Development Plans are charted for each student to assess their growth and development. Class teachers take responsibility of personally mentoring each student in realizing their projected goals.

Anything on Value Education imparted in the school brings happiness and pride in me and this is testimony of how close this topic is to my heart. A great enthusiast of Mahatma Gandhi values and ethics are like the blood and bone of the school. Each GIISian is guided to be on a path of righteousness shown by one of the greatest leaders in world history. Deeply inspired by the values of Mahatma Gandhi, GIIS is a centre of his legacy. ‘MAHATMA’ which in essence means a person of reverence for his wisdom and selflessness and person of great prestige for his endeavors has been redefined by GIIS where MAHATMA stands for Manage with information and metrics, Agility and adaptability, Honesty, integrity and ethical practices, Team work, Mentor, coach and make a difference, Ambience for learning.

Partnering with parents…

At GIIS it is believed that families are the most important influence in a child’s life and have valuable insights to share with the teacher.

Similarly the teacher learns a lot about the child during school hours in classes, extracurricular activities and sports. It is therefore important to share things about the child’s life at home and school—personality traits, challenges, habits, friends, hobbies, and talents. Parent-teacher relationships are most effective when participants have frequent and open communication with each other and demonstrate mutual respect for each other’s role in a child’s life. When families are positively involved in their child’s education, the child will flourish.

Reflecting upon Sir Winston Churchill’s words, ‘development of a child is three dimensional;

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one is contributed by the parents, one by the peers and one by the teacher’; Dr. Vohra says, “We believe that by forging strong bonds with parents where one hand of the child is held by the parents and other by the school teachers, holistic education can be imparted that will lead to a wholesome individual.”

Forging strong bonds with parents where one hand of the child is held by the parents and other by the school teachers, holistic education can be imparted The school invites parental participation in all spheres of its activities and takes special care to include the workable suggestions given by parents into its daily activities. Some of the initiatives taken by the school to strengthen the bonds are: Parent Teacher Meetings: Meetings are held every month to discuss a child’s progress in school. The parents meet all the subject teachers to discuss about their child’s intellectual and psychological development.

They can clear any doubts if any about the workings of the school during those meetings. The school actively encourages the parents to give suggestions about any lacuna they perceive about the school’s workings or about their child’s development.

These suggestions are taken seriously and worked upon.

Parent Orientation: The school invites parents for an orientation program at the beginning of every academic session, where the itinerary for the new academic session is laid out and discussed. The new initiatives taken by the school are explained to the parents and any changes in the existing curriculum are shared with them.

Celebrations and Events: The school organizes celebrations like Mother’s Day, and Father’s Day and Grandparent’s Day to bring families together on a common platform thus resulting in the overall growth and development of the child as the school professes holistic parenting for every

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individual student.

Career Counseling: The school provides career counseling to students after assessing their intelligence, interest and personality along with their parents to ensure success of each individual student in the area of his/her choice. They have been continuously organizing interactive sessions between school, parents and students, not only to minimize the negative effect of peer pressure but also to provide workable and effective strategies to guide teen behaviour and support their transition from children to mature, responsible adults.

The school intranet provides a unique log in ID and password to each child’s parents to log onto the website, so that they can track the progress of their child at school. The website provides updated records about the attendance, examination marks, health records of the child, fee paid, library records and the activities planned for the child’s class as well as other pertinent information like the syllabus, holiday assignments. Every parent can log into the website and assess information related to his/ her ward.

For the love of learning…

Principals observe teachers on various areas—instruction, professionalism, classroom environment and planning. A lifelong learner, I attribute the development of any institution to good team work.

We encourage continuous ideation and involvement of the team. We believe in sharing teaching practices, making results transparent, engaging in critical conversations about improving instruction and institutionalizing continual improvement.

Workshops and trainings are held on a wide range of topics that provides the much required dynamism in the team. She says, “The primary reason training is mandatory for my organization is, because I believe that

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when team members are fully challenged and energized by new knowledge and skills, we all benefit.”

At GIIS, supporting the personal career goals and professional development of employees is of great importance. Dr. Vohra believes that her team is her biggest asset and selection of workforce is done by assessing each candidate across all their verticals. “I look for individuals who are inclined to work passionately and do not shy away from hard work”.

Enabling a highly optimized infrastructure for IT in educational practices has become the need of the day At GIIS welfare of our employees and team is one of the prime agendas and timely increments along with other perks like gratuity, pension, PF, ESI, Personal Loans, Medical reimbursements and all other necessary steps for staff welfare are taken care of.

She takes pride in sharing that her institution has been consistently showing a low attrition rate and says, “We are an extended family where each one cares for the other. We extend our concern by taking care of our staff children across various tangents of the school.”

Awards and Recognitions are an ongoing process in this institution to keep the spirit and morale of the staff high and reverberating.

Recreational activities that provide ample scope for bonding within the team like staff picnic is held twice every year.

In the IT age…

Information technology has created a niche in the education sector which cannot be ignored. Dr. Vohra believes that intervention of IT is integral to optimize learning at various verticals. “We have integrated Information technology effectively in our curriculum right from Nursery to Class XII at various levels that gives the students ample opportunities to learn and explore. For children, computer technology has provided an indescribable wealth of resources, information and knowledge. Research has also suggested that computer technology has helped students to improve their grades in other subjects, most notably science.”

GIIS Chinchwad also believes that technology also has the potential to transform education by extending the learning space beyond the four walls of a classroom and offers a variety of learning opportunities beyond the physical limits of school.

She says, “With the current accelerated growth in devices, we are already witnessing the emergence of flexible, open learning

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environments that enable contextual, realtime, interactive and personalized learning.

Enabling a highly optimized infrastructure for IT in educational practices has hence become the need of the day” Learning is a beautiful amalgamation of knowledge, talent and opportunity…

Furthering the school’s philosophy of ‘No child left behind’, we have been instrumental in creating learning opportunities for each child catering to individual aptitudes and interests. While academic rigour is the soul of the school’s structure, I personally look into the details of other extracurricular and co curricular activities inter weaving them in the pedagogic fabric of the school.

It is important to build strong roots for each child It is also imperative to give them wings to fly and explore

“Empowering children to acquire knowledge which they wish to seek, learn what they wish to retain and practice which will lead them to perfection is what I strive to bring in at my school”, says the Principal of GIIS Chinchwad. She further adds, “Academics along with platforms of extended learning like art, music, sports and performing arts help to create a vibrant and dynamic learning environ. We want the opportunity to let our children have music, we want our children to

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have dance, we want our children to get the fulfillment of the education that they should get, that they deserve and not rob them off the intellectual, cognitive and social benefits of these pursuits.”

At GIIS it is believed that the intangible benefits of extended learning through sports, art, music and other performing arts will never appear in the sterile strips of data represented by tests scores. The young musicians who play in our concerts, dancers who exhibit their outstanding talents and the artists who paint murals on the sides of buildings bring a splash of life and color to the landscape justifying the extended into extended learning.

Academics along with platforms of extended learning like art, music, sports and performing arts help to create a vibrant and dynamic learning environ This beautiful amalgamation of various verticals to present a kaleidoscope of learning where every child is encouraged to dream and find his/her way to realize the same is the biggest strength of GIIS. She acknowledges it to be a matter of pride for the school to equip each child and help them identify their pursuit.

A win-win situation is what prevails at GIIS Chinchwad…

Ask her about the management and she

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is quick to reply, “Our school is one big family where the liaisons are at personal level ensuring that there is no space for petty politics, baseless arguments and unnecessary confrontations. It is a pleasure to arrive at work every day because the management works in conjunction with school administration facilitating improved scope of work for all.”

She appreciated that the management recognizes the Principal as an educational visionary, an instructional leader and encourages her to take decisions for the betterment of the school.

Closing thoughts…

GIIS Chinchwad believes in laying a strong foundation, in being a platform where each student can begin their flight of excellence and soar higher to reach the zenith of success. Just like the eagle that does not get weighed down by the storms but rather takes the wind to her advantage taking higher and greater leaps towards the skies, students at GIIS are nurtured to be the masters of their own flights to have a life on the cutting edge of excellence.

On a constant pursuit of introducing pioneering concepts in education and striving to bring a prolific change in the education firmament of our country, she reiterates her dreams through iconic words of Robert Frost “There are miles to go before I sleep….”

principal.chinchwad@globalindianschool.org

SCHOOL LEADERSHIP

AN INNER BLISS Vera Hajela, Principal of City Montessori School Mahanagar II has 20 years of teaching experience and has remarkable oratory skills.

Vera has a cheerful disposition and a good sense of humour, a strict disciplinarian she is understanding and compassionate.

Born in Stoke on Trent, UK Vera Hajela completed her school and college education in India. She did her schooling from Carmel Convent, Dhanbad, intermediate and graduation from Isabella Thoburn College, Lucknow.

Vera did her Masters in Modern and Medieval Indian history and Diploma in Public Administration from Lucknow University. She was awarded the Woman of the Year award in Isabella Thoburn College. A gold medalist from Lucknow University, Vera is the recipient of the Ideal Teacher Award 2010-2011 and Mother Teresa Sadbhavna Award in 2013 for her contribution in the field of education.

Vera Hajela shares her journey from a parent to being a Principal with MENTOR. Through her story Vera touches upon the nuances of being an understanding and firm school leader.

It is a journey which began 15 years back in City Montessori School Lucknow. The year 2000 - the month July - the pretext admission of my daughters in classes 2 and 3 in City Montessori School (CMS) Lucknow. My husband had been transferred from Mumbai to Lucknow and our prime concern was the admission of our girls in a good school.

Since he chose to live in the Aliganj area of the city, our obvious choice was the CMS in Aliganj area. The girls were enrolled and my association with CMS began. Before I realized I was pulled on the other side of the fence in the capacity of a teacher and gradually principal.

20 July, 2000 - my first day as a teacher in CMS, Year 2011 saw me become the Principal and there has been no looking back since then. I started with teaching in the primary section and in the subsequent years moved on to the juniors and finally the seniors sections. I had academic work experience from Soldier’s Public School in Mumbai. I had taught classes 8 and 9 and served as an academic supervisor for 3 years there. But here it was very different. CMS was huge. The infrastructure, the strength of students and teachers, the colossal standing of the school not just locally but also globally made a big difference.

Mrs. Gauri Khanna who was the Principal then, gave me the opportunity to teach

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at the school. Her motivation and trust in me propelled me to give my best. CMS founders Dr. Jagdish Gandhi and Dr. Mrs. Bharati Gandhi, the pillars of sensibility and sensitivity are a constant source of inspiration to me. A teacher of English, for me teaching plays, prose and poetry was like a bright and colourful painting, an expression of thoughts - purely enjoyable. Every batch was a different batch with new lessons learnt both for the students and me but more importantly for me. Gizmos, gadgets, the virtual world was taking over slowly but surely. To hold the children’s attention in a class called for more conscious effort and an appropriate approach. Times were changing and it had to but the one thing that didn’t seem to change for me was the euphoria of being in a class with 45 pairs of eyes gleaming and shining - the joy infectious and purely therapeutic. I was learning my lessons and learning them well by teaching my students, counselling them and solving their problems.

I felt blessed to be able to enjoy their invaluable respect, affection and connect, something that I will cherish all my life.

In 2011 - my little girl who had joined CMS in class 2 had completed her school education.

CMS had educated my girls well and I was a proud mom. Values and virtues, compassion and consideration, CMS had collaborated with me to give my girls nothing less than the best. My girls were well equipped to step into

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the outside world, fight their own challenges and walk out triumphant like all the other children of their school. Somewhere along the line, my profession turned into my passion and helped me in my parenting as well. I could sense accomplishment in my dual roles both as mother and teacher. The school management decided to elevate me to the post of a Principal - a school leader.

Being a principal is about being in the trenches with your workforce With this I began my second innings. The trust and faith of our founders in me for this new role left me thinking about the responsibilities that lay ahead. Assuming the role of a Principal was a humungous job. It was about managing everything around me but most importantly it was about managing “me” well. For, I was chosen to lead and expected to pay heed to the needs of students, teachers and parents and about hearing them patiently.

Being a Principal is about being a teacher amongst teachers and a learner amongst learners. It is about being in the trenches with your workforce and assuring all your staff (teaching and non-teaching) members of your assistance. Be a rock solid unit towards working for the cause of children and posterity. For this it is important to assist parents in raising their children well, especially in today’s challenging times.

Counselling and a personalised one-to-one discussion works like magic. For an example special assistance was provided to students’ mothers to upgrade their spoken English skills. This was done with a dual purpose of facilitating mothers to converse with their children in English at home. To boost their confidence and fluency in the language as Hindi is the predominant language of this region; our endeavour was highly appreciated by the parents who wanted the exercise to be a regular feature.

future. The stakeholders share a beautiful bond with the institution. The feeling of unity and harmony consistently prevails in the campus. CMS students work hard to keep the school’s banner flying high. Our children have not only excelled in academics but also in extra-curricular activities. They have won prizes in various national and state level sports and literary events.

It has been a continuous process to develop CMS as a ‘happy school’ where quality teaching and learning takes place.

Creating an environment of bonhomie and camaraderie and always holding the CMS banner high, maintaining and carrying forward the legacy of predecessors.

Years have rolled by and time refuses to wait The passion persists and always will, The teacher in me is there still.

A teacher should feel hugely blessed for she is fortunate to touch the lives of children She is the architect of the future of the nation She sets right what can go wrong She makes it all seem like a song Which all in unison can sing And merrily can togetherness bring.

What a teacher can do nobody can She can stir souls and begin what no one began Motivation, encouragement, kind words shared, Shall make our children achieve what no one dared, Dream we must and dream we will, With eyes wide open we shall move uphill.

Our school CMS Mahanagar campus II or the excellence building as it is commonly referred to has had a glorious past, enjoys a beautiful present and is assured of a great

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verahajela28@gmail.com

SCHOOL GOVERNANCE

AUGMENTING EDUCATION Ms. Anjum Babu Khan is the Director of Education at Glendale Academy and a global teacher development trainer. She lays more emphasis on learning than teaching. As a teacher trainer, Ms. Anjum has conducted several teacher orientation workshops where she has enabled educators with relevant teaching methods to enrich their skills and expertise as teachers. Ms. Anjum Babukhan is well regarded for her commitment towards augmenting education and educators.

In this article to MENTOR, Ms. Anjum writes about the co-relation between adaptability and literacy with education. Understanding the evolving definitions of literacy requirements under the rapidly changing times “Life and Work in the 21st Century,” was an honors course seminar, I remember taking as a college student in the 1990s.

For this very interesting course, one of my research papers was based on the work of futurist, Alvin Toffler. In his book, “Future Shock” Toffler stated, “Tomorrow’s illiterate will not be the man who can’t read; he will be the man who has not learned, how to learn.” Years later, into my career as a Director of Education, I had the chance to participate in “The Anthropocene Crisis: Perils of the 21st Century”, an international leadership conference held by the World Academy for Art and Science. One very interesting takeaway from this conference was the biological paradigm that boiled down to adaptability being the crucial trait needed for success. You may wonder how

adaptability and today’s literacy relate to education. It matters most because it will help you determine what is most necessary to educate your child for the future. We have to understand the changing definitions of literacy requirements and help our children learn what’s required to adapt with changing times.

Children enrolling in schools today cannot anticipate the challenges they will face when they grow up in 15-20 years Biological paradigm: adaptability Against a backdrop of uncertainty, rapid digital innovation, economic upheaval and unprecedented change, novel competencies for not only success, but also survival, are emerging in the modern era.

Children enrolling in schools today cannot anticipate the challenges they will face when they grow up in 15-20 years. In order to be adaptable to any new possibilities, parents and educators must prepare children today with the necessary skills to succeed in the 21st century. What are the most pertinent skills required for the future?

The 21st Century scenario It is not about how much knowledge one has memorised, but rather, what one can do with that knowledge. Your child must be able to apply, analyze, synthesize, compare, contrast and evaluate what he or she knows.

Learners today must be able to utilise skills

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November 2015

broadly and engage in flexible thinking. Our children are termed ‘digital natives’ who have been born after the digital revolution, having ample access to technology from almost infancy via smartphones and tablets.

Growing up in the Information Age and having data available at the click of mouse (or rather, the tap of a touchscreen) is very different from the time we were children.

Our children are termed ‘digital natives’ who have been born after the digital revolution, having ample access to technology from almost infancy via smartphones and tablets Therefore, we as parents are termed ‘digital immigrants’ who entered and assimilated into the new information and communication technology era. In the 21st century, we must be able to discern relevant knowledge and function as information seekers. It is far more important to be able to know how to use knowledge in relevant situations than remember facts. As Toffler predicted, “New education must teach the individual how to classify and reclassify information, how to evaluate its veracity, how to change categories when necessary, how to move from the concrete to the abstract and back, how to look at problems from a new direction — how to teach himself.” The changing state of affairs requires individuals to envision and function themselves as lifelong learners and

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rise to upcoming challenges as proactive problem solvers.

21st-century skills “Creativity is as important in education as literacy and we should treat it with the same status.” Sir Ken Robinson, a internationally acclaimed author and education expert, speaking on creativity in education. The four Cs of the 21st century skills required for students are Creativity, Critical thinking (also known as higher-order thinking), articulate Communication and Collaboration among diversity. Creativity and innovation are the top strategic priorities in today’s progressive organisations. Considerable evidence now suggests that creativity can make a substantial contribution to an individual’s growth, academic success and competitiveness. Andrew and Gaia Grant, the authors of “Who Killed Creativity?” state, “The pace of life has changed so much that innovation is actually now a core survival skill; a necessity, not luxury.” Creativity produces ideas that are original and useful in order to solve problems and optimize opportunities. Integrating the arts alongside education not only cultivates critical thinking skills, but also helps find unique ways to process, collaborate, and communicate our thinking. As the famous Albert Einstein once said, “Imagination is more important than knowledge. Knowledge is limited; imagination encircles the world.”

info@glendaleacademy.net

INNOVATION

THE DISTINCT SIMILARITY Ms. Shivani Mishra is a high school graduate and an aspirant Economist.

She was one of the winners at South Asian Finals of Horlicks Wizkids in 2012.

She also currently holds two national titles in Nepal, that recognize her as Nepal’s youngest inspirational poet of the year 2014 and the Winner of Nepal’s top seven debaters. She is the founder of a social venture called ‘I suffer’ that has supports the education of 20 children affected by AIDS. An aspirant Economist and student of International Relations, she is currently a TV host at the Nepal National TV for a global affair talk show and is pursuing a diploma in Marketing and Public Relations.

In this piece to MENTOR Ms. Shivani Mishra talks to our readers about the disciplines of literacy and education. She believes “literacy is the pedestal of running this society but education is the premise of progress in any society, community or home.”

It probably only takes as much as a cast of an eye on the dictionary to realize that literacy and education stand at such marked contrasts, that often the dissimilarity is mistaken for some kind of a sophisticated analogy. In reality, this assumption is nothing but an act of brazen ignorance.

Literacy is a term that is defined as the ability to read and write. It was first used in the 18th century to outline the quality of an erudite. Later, towards the 20th century, the rather confined definition of literacy changed to; ‘the ability to read and write in at least one language.’ As unimportant as it may sound to this argument, but the unmistakable meaning of literacy should be selfexplanatory of the fact that the link that connects formal education and learning is quite vague if not mythical.

Being literate is definitely not the same as being educated. While being literate is an ability, education is a process. It is a major catalyst to this

process, without which, reading and writing are merely crippled activities. Education is a loop, to first observe, learn, analyze, most importantly understand and then apply. Most of us are yet to set the demarcation that literacy acts only as a tool in this process and that too, only if the choice of education is academic.

Education is a loop, to first observe, learn, analyze, most importantly understand and then apply Oh wait! What meaning did the last sentence impose? Is not education synonymous to academics? Sure, it seems so, but it is NOT. Literacy does not even begin to educate a living being.

Talking of that very being, whose life will be on a constant ride of varying emotions and societal scourge irrespective of the number of books he may have read as a pedantic. A human, in his lifetime faces endless situations that send even the bravest soul in search for a shelter. And this shelter needs to be built by an experience that might as well be called education.

Our human response to testing times like these should be weaved with patience, perseverance and an unflinching attitude of sturdiness. Well, no points for guessing it right, but this very human response is a form of disguised education.

Looking at it from a slightly logical point of view, suppose you want to be a great farmer, you cannot just read about every possible variety of crop and seeds, and assume that this will suffice the requirements of being a great farmer. For that, you will actually have to mow the fields and reap a harvest. The extensive

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November 2015

knowledge of fishes will not make you a good fisherman, until of course you have caught a few fishes.

We were in grade nine when we all learnt the assemblance of current in series and parallel connection. We learnt of the AC and the DC classifications of current and the formulas to calculate resistance. But when encountered by an unusual power cut, we stand there scratching our head as we watch an educated if not literate electrician mystically move his hands through the wires to emerge as the hero of the day. He might not know the spelling of electricity, but he knows what he is doing and that is what matters.

There is no criteria for a politician in terms of literacy, in fact most of our leaders spend their lives learning the tricks and trades of diplomacy, manipulation and international policies. Such a person may not have a college degree adorning the walls of their living rooms, but they do have the required skill to run a community, the courage to walk on the streets despite threat calls and serve their people, despite all odds. This person may never independently write and pass a state policy but he/she can surely frame one. And it would be a blunder to call this person-who is applying the skills of camaraderie - uneducated.

A painter may not know the name of the colours that is being splattered on his canvas, we may call him an illiterate by the very definition of the word. However, as a painter by profession, if he can efficiently combine those colours to create a beautiful painting, we will have to give him the credit of being educated in his own rights and zone.

All this while, I mean to say that while knowledge is power, information is liberation. Literacy is the pedestal of running this society but education is the premise of progress in any society, community or home.

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My view of literacy is at once practical and all encompassing. Learning being an integral part of it. Maybe literacy will be at the proximity of education the day learning is incorporated in the very process of literacy. It is a lifelong process of keeping abreast change, but the most pressing task for us is to teach the ones around us to actually ‘learn’. Literacy will have to be unkempt of sophistication, like education, it will need to incorporate compassion and it will have to recognize the hazards of tribalism.

Literacy is the pedestal of running this society but education is the premise of progress in any society, community or home The day we learn that peace will never fare well where poverty and deprivation will reign, that suppression, exploitation and injustice are inimical of peace; literacy will start making sense. The day reading and writing in one language will talk us through racial, class and religious intolerance, literacy will start defining education. The day we all begin to understand that not at all of us have been raised in the equal opportunities to flourish academically and start respecting the ‘differently educated’, we will have the chance to call ourselves truly literate.

We should all work constantly towards the day when literacy will no longer require the scripts of mountains of gold or thundering propagandas to claim a person erudite. The most difficult lesson after all is to look at someone anywhere in the world and be able to see an image of oneself.

Because the day we start talking of human destiny as the ultimate solution to all miseries in our little classrooms, literacy will have become synonymous to education.

shivani.97mishra@gmail.com

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MENTOR CONCLAVE - A CURTAIN RAISER The Annual MENTOR Conclave-- a congregation of Managements, Educators and Principals and Senior Coordinators in the country and from all over the globe is back on the 1st and 2nd of December, 2015 in J.N. Tata Auditorium, Bengaluru. This year the focus of the Conclave is on School Leadership, School Governance, Pedagogy and Innovation About the Conclave: • the Conclave is exclusively for Management heads, Senior Educators and Principals in the country • has a sheer academic dimension to the entire flavour of the Conclave and with a clear focus to concentrate on the whirring minds engaged in education • is a good forum for Principals to meet their counterparts across the country and exchange ideas, thoughts and deliberations • is an intellectual growth session and introspective journey for educators Besides, the first time ever this year, the MENTOR Conclave will have a forum which is for Principals and by Principals, wherein every selected school gets a chance to showcase the following: • legacy of the school • attributes of the school which has led to its sustainability • best practices of the school: in governance, leadership, • co-scholastics, academia or pedagogy • leadership and vision of the Management’ • showcase one practice of the school as a takeaway for the other schools • impact on society and the way forward through education’ As a part of the curtain raiser and to ensure that the audience and the illustrious participants are clear on the expectations from each of the sessions and the outcomes,

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here is a quick synopsis of what each session has in hold for all of us…so read on before you participate.

Dr Vidya Shetty Editor-in-Chief MENTOR 1. Higher education and creating pathways for learning for higher education while at school. – Mr. S. Vaitheeswaran Mr. S. Vaitheeswaran in his key note address will touch upon the present and future of schools and education in India.

His talk would focus on skill based learning and role of institutes in preparing students for advanced education. Educators will get an insight into various career opportunities for students. He will also give a synopsis of the study programmes offered at Manipal. The opening session by Mr. Vaithee sets the way forward for the MENTOR Conclave.

2. 21st century pedagogy for learners today and how to take it forward in schools by Dr. G. Immanuel Dr. G. Immanuel in his address to Principals will speak on how the school leader can enable a 21st century teacher with the right pedagogy and skills to make a difference in the classroom. His session

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would address gaps between experience and aspiration through the curriculum, integrating more practical activities in the classroom, use of people coming from outside, audio-visual resources and use of AV and digital technology as a tool for learning.

3. Transdisciplinary approach to learning with focus on integrating Mathematics, Science and Technology – Dr. Balasubramaniam Transdisciplinary approach breaks the paradigm of the conventional learning method. It focuses on fragmented, practical approach to learning. This informative session discusses traditional concepts of fragmented learning and focuses on the modern approach to learning through the transdisciplinary learning model. By developing a curriculum combining different subjects aimed at applied learning. Dr. Balasubramaniam focuses on integrating mathematics, science and technology through this approach as an example to begin with in schools. The discussion seeks answers on the usefulness, appropriateness and applicability of transdisciplinary approach in our school setups.

4. Pedagogy..Perception to perspective….Dr Farooq Wasil Dr Farooq Wasil, the CEO of Goldline Education, Dubai in his session will focus on getting away from compartmentalized learning in schools, pedagogy today and the new learner. The session will also look at strategies for how a teacher can encourage collaboration, communication and critical thinking in learners, engage the nexgen learner in the classroom today, building idividualized learning plans for students.

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5. Legal perspectives for Schools today – Prof.

Nandimath This session shares an insight on how school Principals can develop policies and deal with litigation issues by engaging with law firms or lawyers which has become an emerging demand in schools. With parents and other stakeholders, including society waiting for an opportunity to enter into a legal challenge with schools, this session is a great interactive session for educators to understand certain legal perspectives in education. It is important for schools to know the legal recourses to deal with issues of crime, school and child safety, students’ discipline on campus and challenges with difficult stakeholders. The session focuses on awareness that a school Principal must have on Special Education laws too. In other words, the session by Prof.

Nandimath deals with the scope of law in school governance A must attend for all School Educators!

6. SEN in Schools - Dr. Smita Desai Special Education Needs or SEN is a unique policy designed for children with learning difficulties. Each child is unique. In a class of 40 students, each comes with different traits. Learning and grasping could vary between easy and difficult in the batch. It is for the class teacher to identify these traits.

The session on SEN discusses its importance and relevance in current context. It touches upon the necessity for expert teachers and support staff. Need for specialized infrastructure and resources in schools and how does the School leader ensure that SEN is effectively implemented in School.

7. Mentoring Online..the School in the Cloud way…

- Dr. Ritu Dangwal Dr Ritu Dangwal in her session which focusses on educators making an impact on society will look at how educators can benefit children worldwide, bring out the impact of School in the Cloud on society, show us as educators the way forward to engage and connect with children. Through her talk format she will emphasise on Mentoring Online for children and creating a community for SOLE. 8. Inclusive education and support – Ms. Farida Raj Inclusive education is a much discussed topic in academia and the more the one gets educated in this domain, the better the benefits to the school. At the MENTOR Conclave, this session aims to discuss the meaning and overall requirements for inclusive education. Hands on, the School Educator would get an opportunity to understand as to how can s/he include an inclusive system in schools and also keep the whole class integrated. The discussion would also look at how combined efforts by counsellors, teachers and parents can build an inclusive system in schools.

9. Art Based Therapy in Schools – Ms. Gitanjali Snehadhara Foundation reasons that children and youth need space to discover and develop themselves. They believe that the recognition of “normal” is perception oriented, maybe stereotyped. As the needs of each individual – “normal” or “special” is unique or special; the foundation has pioneered in creating one such centre for Arts Based Therapy for children with special needs. Multi art forms are used to create an interactive, fun filled and open environment for learning. Snehadhara’s ‘Art in Education’ program uses simple, non-intrusive and

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direct interventions on children. The initiative has made marked changes in children’s speech, expression, cognition and social abilities. Snehadhara Foundation works with differently abled children and adults, their family and caregivers.

10. Waste management in schools and different types of waste generated in schools and recycling waste.

- Poonam Bir Kasturi For Daily Dump waste is a viable resource, which is invariably wasted in society. The brand aims to make waste “visible” and “beautiful”. Their endeavour is to make citizens aware of correct methods of waste segregation. Daily Dump has developed innovative solutions to keep the city clean.

The brand has developed and designed a range of waste segregation products, composts, books, services and more. These products simplify management of different types of household/community organic waste. The product is created such that anyone can easily and hygienically compost at home. The composting product converts the waste to useful high-quality compost.

11. Rubrics and assessments in schools – Ms. Ruvneet Bains The session elucidates on basics and relevance of Rubrics in present times. It aims to discuss the need for specialized grading and assessment system in schools. Ms. Bains will focus on ways in which Rubrics can be used to assess different types of assignments, how we develop rubrics for both scholastics and co-scholastics, train teachers to use rubrics in assessments and align their teaching to the set rubrics. The Educator would deliberate on how to involve parents and the child in the understanding of rubrics and the importance of such an effective grading system in schools.

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12. Comedy as an alternate way of communicating with people and destressing, -Ms. Vasu Primlani Ms Vasu Primlani is one of the most prominent entrepreneurs and comedian in India.

The sessions under Lec-Dem by Ms. Vasu will be an inspiration session and a learning session for all school leaders. The session will benefit the audience in understanding the difference between comedy, humour and jokes, reviewing the importance of comedy in theatre, comedy for expression, comedy for emotions, mindset and how does comedy and humour form a part of the leadership of a school leader’s style of leadership.

13. Unleashing talent through Dance Mr Lourd Vijay is the Founder and Artistic Director of LVDS studio that promotes dance as a form of learning and has revolutionized dance learning across the country. In his lec-dem session at the MENTOR Conclave he will focus on demonstrations that will give us a glimpse of dance as a story, as a form of expression, as a medium to connect with children, as a form of learning to build tea spirit and a spirit of trust. He will also through this session enable us visualize the value of dance as a form of expression, how can a Principal promote dance workshops within the curriculum of a school and touch upon Dance form as a therapy 14. Why do we learn and what is education all about?....Ms. Sajili Shirodkar The flow line for this session will focus on: Horizontal and vertical development, Integral development of a human being, how do we change and remain the same, self correction and self generation and role of practise / building competencies

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15. Ms. Vidya Virkar Ms. Vidya Virkar, closely associated with books and schools and the once close to heart Strand Book Stall will lead a session Light Chanelling and the techniques of light chanelling and how this technique if well implemented in schools can build and improve the concentration skills of children and impact learning in schools.

Mentor Curators Syed Sultan Ahmed Founder & MD-EduMedia, is a progressive educator and recipient of three prestigious President of India’s National Film Awards. A researcher in psycho-social development of children, he has obtained a degree in Entrepreneur Masters Program from MIT-Boston.’

Dr. Vidya Shetty Editor-in-chief, MENTOR is a seasoned educator who has been involved in school management, Governance and Higer Education Initiatives. Apart from this she has been keenly involved in curriculum development, teaching, setting standards for schools, leadershiip training and management. In the past she has been the Director - Academics of Manipal K-12 education and Pearson K-12 education.

JOURNAL

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As part of the MENTOR Conclave reach and activities, educator, speakers, writers, bloggers, trainers were invited to send in their papers on various themes that ranged from governance to pedagogy to be printed in the MENTOR journal, 2015. We bring you the abstracts of some of the papers for you to read, ponder over and deliberate……

Title: The missing values in education Abstract of the paper written by Ms. Aparna Manikanthan, Dhee Global School, Bengaluru “Whatever values I have today is given by my family and my school”….this is one statement that one gets to hear from people. On the same note there is a concern for lack of values in the present generation. So where is that value gone? Where is it missing –at home or in the school?

When I asked one of my students whether he would like to be remembered as a rank holder or as a person with values? He took some time and came back to me and asked “Ma’am values and marks are equal?

Are both important? Being a teacher I did have the answer. YES! I realized teaching values and its importance to our children is more important than ever. Children spend majority of their time at school. So it is the responsibility of the school to support the efforts of the families and society to establish strong values in them. We don’t need to have an exclusive period in our time table to teach them values. We can value the values just by making them part of our teaching learning activities. It will be grasped and followed by the students as much and in the same measure and more like the subjects that are taught to them at school.

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Title: Scholastically backward children—a case study Abstract of the paper written by Ms. Deepa Palkar, teacher at Gundecha Education Academy, Mumbai Mathematics as a subject has always created a fear or phobia in students and parents. In 2005 - 06 the Asset scores along with the school result showed that there were still red areas in Math and Science of classes 6 to 8. A math lab was planned and with the help of Educational Initiatives and Educomp, teachers were trained and new syllabus as per our vision for classes 1 and 2 was planned for 2006 – 07 in our School.

Asset scores showed that the red areas of all subjects had started turning to green. A marked improvement in Math was seen and hence the Math syllabus for classes 3 and 4 was planned in continuation to class 1 and 2 for 2007 – 08. A comparative study of the results was made and analysis was done to take care of the anomalies found.

Title: Stem Literacy ..the success mantra for future Abstract of the paper written by Dr Sanghamitra Deobhanj, teacher, Ranihat High School, Ranihat, Orissa Literacy has been defined as the ability to read and write to a good extent. The world

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is changing. It requires much more than being a mere literate person to be successful in today’s world. Science, Technology, Engineering and Mathematics collectively abbreviated to STEM, are vital to the future of our country. STEM literacy relates to a student’s ability to understand and apply concepts from these subjects to solve complex problems in life. The present study has attempted to focus on the prospects and challenges of attaining STEM literacy in schools of India. The study analyses the Annual Status of Education Report (ASER) in this regard in the field of reading, writing and numerical ability of the school students.

It was found out that there is gender gap in achievement at the school level. The study also brings forth the details of the global trend of STEM education. It was found out that women are under-represented in higher studies of STEM-related subjects and professions. The present paper brings out the conclusion that STEM literacy has a far reaching effect on human life and can redefine knowledge.

Title: High achieving Cloud and Social presence Abstract of the paper written by Dr Dheeraj Mehrotra, Vice President, Next Education India To the spectrum of Learning, Teaching and the Teacher’s outlook is explored to the best of priority in totality. The cloud computing Scenario activates the connectivity with a pride to learn/ share/ collaborate and blend the learning-teaching outlook within schools.

The promotion in the case of implementing the new tools of learning has yielded in generating the Quality cult in schools of today with a spectrum of inputs through the stakeholders viz. Parents, Students and the teachers. As a matter of fact it is true to the world that the teachers are no longer the sole imparters of knowledge but they need to empower the students to learn at pace and at their leisure through personal learning networks keeping their special traits of talents and interests. The teachers just don’t end up after the class is over but on the jolt for 24 hours around the cyber linkage or social networks further. There is no wall now or the boundary

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of learning. The innovative educator has to evolve a personal learning network for his or her improvement first. Not only this, it has to reach to the students as well where in there is no boundary of limitation in a big way. It is a way to build ones’ own classroom and one’s own network of learning. The change or the shift here is that we can connect around and share ideas which is not so in the one to many mode of classroom learning.

Title: Proactive Approach to Zero Garbage School Abstract of the paper written by Kiran Dhrupad Buch, Gundecha Education Academy /ICSE, Mumbai Zero Garbage School means a school which shoulders the responsibility of managing on their own the waste generated by it, instead of depending on municipality. This project describes how the students are taught the segregation, pre-recycling procedures and composting in order to accomplish a successful waste management. It also emphasizes the social responsibility of the school by explaining how the benefits from such waste management practices are passed over to the underprivileged section of society. This project emphasizes the power of education as a tool of social change as the students of today are going to be tomorrow’s citizens.

The project shows the various channels of recycling of paper, plastic, aluminium and electronic waste including composting the same involving the students and teachers both in the process. Through this project the students are taught the importance of 3 R principle of waste management. Indirectly the project also targets the problem of dirty surroundings and water logging near the school premises.

The cloud computing Scenario activates the connectivity with a pride to learn/ share/ collaborate and blend the learning-teaching outlook within schools

POST SCRIPTUM

LEARNERS OF LEARNING Dr. Vidya Shetty, Editor-in-chief MENTOR

The greatest fear that Managements and Edupreneurs are heard alluding to is on good practices, systems and procedures that get locked in the minds of competent, outstanding school leaders/teachers and senior educators. These practices are lost by the school(s) when that teacher/Principal moves away from the School. Good practices are to be shared by all. The focus of MENTOR Conclave this year is on sharing and a lot of sharing between us.

A great teacher not only must share and speak about good practices, just as a good School Principal can, but also needs to demonstrate these best practices to make it more effective. The objective of the Mentor Talk format at Mentor Conclave 2015 is that a teacher can explain these concepts to all, let others replicate it fearlessly, and foster learning by trial and error. The belief is ‘the best way to spread best practices is through peers’. Mentor Conclave will be an excellent platform for schools to showcase their best work and practices that make a difference and make them a legacy school.

A conclave of this stature should be a time for us to reflect and understand the current needs of the student generation. It is a time to reflect, update, and reinvigorate.

Workshop, a breakaway session during the Conclave, is the best way to do this since it is dedicated to provide us with thoughts on how to implement some of the learning in our respective schools and get our team to deliver on priority. This is the time to evaluate in our capacity as leaders and as learners of learning.

An effective school is one that practices and develops the most effective strategies to involve learners and have a pedagogical philosophy that supports all styles of learning in the classroom.

A good pedagogy dovetails with a great evaluation system in place in school which is undoubtedly stress free. Such a system enables the teacher to measure and compare the progress made by the learner through the year; apart from discovering the students’ latent potential and identifying growth areas.

There certainly is a need for a paradigm shift

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in education and the Motivation session is focused on just this at the Conclave.

School leadership and governance is not only about just going into the school every day and managing it all. It takes a lot to transform a school. Make a survey of the schools around us and you will discover that Managements are struggling with troubled schools. Right leaders with the best combination of talents and skills are a rarity.

Finding them is one challenge; sustaining and supporting them is another! There is a need of a big push towards supporting and re-energizing effective leadership in schools.

Sessions on school governance and talks by effective leaders who have made an impact on society today and continue to do so are the speakers in the IMPACT session of the Conclave.

In conclusion, the focus of the Mentor Conclave this year clearly designs outcome-based learning for all leaders who participate and takeaways that can be easily implemented in their respective schools. Our focus is channelized on one common language of learning for all Educators: Instructional Leadership. Crucial to all, it will help create a new school climate with best practices and pedagogy.

Yet, above all, it shall be helpful in setting goals for achievement during the Conclave so that together we create an ecosystem of learners of learning!

Just an apt platform for schools to showcase their best work and practices that make a difference and make them a legacy school

vidya@edumedia.in