Mentor Magazine June 2017; Volume 11 issue 01

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June 2017 | Volume 11 | Issue 01| ₹ 40

A MATTER OF PRINCIPAL

YEARS Anniversary Issue Pedagogy | School Governance |School Leadership | Innovation

www.lxl.in

ISSN 2320 – 0650

LXL Ideas - Our reach

Our research-backed work transcends cultural, linguistic and geographical boundaries. For over two decades, we've brought innovative methodologies to make lessons of life through our brands. The pinpointed locations represent our presence through our verticals: School Cinema, Krayon, Mentor and LXL Teach. Reaching 100+ cities, touching the lives of 1 million+ students, guiding 1000+ leaders, testimonial that we are here to teach, not preach.

CONTENTS June 2017 | Volume 11 | Issue 01 | â‚š 40

10 THE NEXT 10

Our plan for the next decade; entwining the future of Mentor with education in India

page 04

WHAT YOU SAID

Contributors from the past answer some thought-provoking questions

page 08

THE BIG PICTURE

Providing a big picture on education, are all the celebrities who were featured in Mentor

page 24

YOU HAD TO BE THERE

To everyone who has been part of this journey

page 32

years A Venture of

Publisher & Owner: Syed Sultan Ahmed Editor-in-Chief: Kalpa Kartik Content Developer: Ashitha Jayaprakash 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.

All Rights Reserved 2016 EduMedia Publications Pvt. Ltd.

NOTICE: Authors/contributors are responsible for the authenticity of information they provide in the 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 the author/contributor agree that it is the property of Mentor Magazine.

All communication to Mentor Magazine must be made in writing. No other sort of communication will be accepted. All decisions regarding publishing of 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.

THE

NEXT 0 1 LXL Ideas projects the future: the next 10 years of education

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JUNE 2017

Syed Sultan Ahmed, Managing Director, LXL Ideas

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en years ago, we, at LXL Ideas (then EduMedia) set out on a journey to add value to educational leadership by publishing the first edition of Mentor.

Little did we know that over the years Mentor will go on to become one of the most respected educational publications of India. The reason for its success has been the clarity of our purpose and a clean, no-nonsense approach. We have clearly stayed away from the 'appeasing-politics' that is thriving in the education fraternity these days. Our readers have appreciated this sincere effort and that is one of the biggest reasons of our success.

I take this opportunity to thank all the contributors and readers of Mentor for their continuous support in making it an iconic publication. Looking ahead at the next 10 years I see a very different world for schools in India. I foresee several challenges and also great opportunities where educators can make an impact. Schools, the way we see them today, will no longer exist. Schools today are all about preparing children for an exam; in the future most schools will have no choice but to focus on preparing children for life. Schools will predominantly be centers for children to learn ‘human-interaction’ and ‘social-skills’. On the other hand the online space will cater to the needs of the job-skills requirement. With ever-increasing demand for personalized and customized services that the world offers, schools too will have to equip themselves to provide personal learning solutions to meet the demands of the varied personalities of students. The system will increasingly value the right-brain skills as compared to the left-brain skills. Creativity, art, innovation, empathy, adaptation are skills that will be valued far more than math, logic and science. Schools will have to gear up to cater to this aspect of a student’s development which is neglected today by our curriculum.

Parents will have to be made part of the curriculum if schools want to have a positive impact on children.

Focusing on the child alone will not fetch results, parents need as much education as children and schools will have to bring them into the learning fold.

Another phenomenon of the future will be the rise of 'Women Power'. Given equal opportunities, girls tend to study and perform better than boys. Across the world there is a big effort to bring in girls to schools which means that the universities and work places of the future will see more women. It is definitely a bright sign for the future. Schools will have an important role to play to enable this change.

One of the key challenges schools will face are scaling the number of qualified teachers. Schools will have to come up with innovative ideas to solve this problem. Looking beyond full time teachers and including different stake holders from the society like parents, working adults, college students etc. in an organized manner will lead the way to this change. The government will increasingly have a say in the way schools are run. This is happening because most educators no longer have the moral authority to stand up for what is right as most of them are hiding behind the wrongs that they do. If educationists don't get their act together, clean up and get into an activism mode to safe guard the freedom of education, successive governments will continue to play base politics for their short-term goals which will impact the long term future of the country. A big opportunity that I see in the horizon for educationists is the role they can play in lifting up the standard of education in government schools. The government has failed in this endeavor and it has no choice but to reach out to the private educators and enterprises to undo the damage they have done. Public-private partnership would be a great way to create a better future for the education system of this nation.

The past 10 years have been very exciting for us at Mentor and as we look forward to the coming decade, both opportunities and challenges await.

THE NEXT 10

Kalpa Kartik, Editor, Mentor Magazine, Director, LXL Ideas

Mentor synonyms: wise person, trusted advisor, a counselor, teacher

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ou, my readers are all of the above and the magazine was aptly named so after you. Mentor Magazine was aimed to be a positive and secular magazine which would strive to bring about change in the way our schools are run. Principals were the primary focus but the vision always involved teachers, parents, students, educationists, industry leaders and thinkers. It's been 10 years, 800 leaders and 3600 pages of lessons of life. Mentor magazine has it all: the answers to pertinent questions in school education and the key to the future of education in India. Every page unfurls knowledge that was acquired through years of experience, education and research. Today Mentor reaches more than 17,000 schools and educationists across the country and this number continues to grow each year. In our journey forward we want leaders like you to help us spread the good work happening out there and make “Mentor –A matter of principal” available for all to learn. We have set high standards for the magazine and is constantly on the strive to be better with each issue. We want to delve deeper into different segments of education to support leadership and to spread knowledge to all the corners and crevices in India. All of which would be possible only with your contributions and support. Mentor aspires to become an online publication in the times coming ahead for everyone concerned with education. Today with the ever increasing expectations from a school, we will put together current affairs, problems and issues faced by schools, innovation happening around the world and enlighten the schools on how they can do things differently, discuss and share views on becoming better leaders and better people. In the upcoming issues you will witness articles from principals, teachers, educators, parents, industry leaders, thinkers and students who will share their perspectives and experiences with education in India and how we can all come together to build a better future for it.

I would like to thank all my readers for their support in achieving our mission at LXL Ideas which is to transcend the education system in India and urge you to continue to do so in the years to come. We invite you to be a part of our online revolution by continuing to contribute and publish your articles through our LXL Ideas website as well. I am proud to say that we have exceeded our expectations in what we had set out to do. As you flip through the following pages of this 10th anniversary issue you will see how.

JUNE 2017

For the trio who has been with us since inception. We shared everything in the spectrum of achieving greatness; the struggles, the happiness, the disappointments and even brunches. We brought up Mentor together from little crumbs of ideas. Thank you for having been there on the boat with us. Below are some thoughts they have shared with us.

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entor, the idea of it holds a great value in each of our lives. They inspire us to live happily, to be motivated, to work well, to be humble, truthful, and strong.

Mentoring is a continuous process. For some it's by teachers, some by parents, some by well-wishers, some by achievers and some by nature itself. I wasn't from a publishing background so I realized many things when we first started working on Mentor magazine. First was that bringing out a well-respected magazine was a challenge.

I was inspired by the depth of the work, learnt various roles and processes from my team, the industry and technology. This enabled me to research further and dive deeper into the role. We all mentor ourselves too. We listen to stories of people who inspire us, who motivate us, stories of successes, failures and experiments; each holds a lesson we can learn. Even nature tells us stories every day! We see, we think and we internalize. We have conversations with ourselves about every situation, its consequences and outcomes, and instinct always steers us in the right way as a mentor would do.We Mentor ourselves the most and that's miraculous. You are a Mentor! You are more than an inspiration, you are a guiding light.

Naina Jamakhandimath, Vice President -Strategy and Innovations, India Didactics Association

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en years ago a baby was born, named it Mentor with the thought of being one in the field of education to anyone and everyone who needs it. The little one, in competent hands, embarked on its journey to grow big and powerful. There's an African proverb which says, ‘It takes the whole village to raise a child’ and that's what we did too. Mentor has become what it is with the help of those working in the back end and all the passionate learners who contribute or read. The educators nurtured the baby turn by turn. Hundreds of principals across the country came forward to share their best practices, their unique points of views and their achievements to inspire fellow educators. It has become 10 years old now which is when it will start growing exponentially. It will want to establish its own identity and therefore will start questioning our convictions in life; this should be taken not as rebellion but a sign of maturity. We have to wait and watch if Mentor starts displaying these characteristics and become a fine, independent being. Every one's support is solicited!

Dilip Patel, Senior Learning Facilitator, Life Coach and a Certied Zentangle Teacher

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entoring a generation of experienced leaders is a daunting task for anyone.

The role of a teacher is to educate and mentor young minds placed in his/her care. Whether professionally trained or not, exclusively in this domain; with experience the teacher grooms herself on the subtle role of a Mentor inside the classroom, in the school corridors and in every aspect of a child's life. Where s/he probably requires support is in the hand holding from time to time; which Mentor provides through a quick read on what is practical to learn and implement in their career and a lot of input that can guide them and reassure them, time and again of whatever they are doing is in the right direction. Perhaps, this is the only domain today in the world, where the more seasoned and experienced an Educator, the more the value s/he brings to the table after having worked with batches of children and parents and this is exactly where Mentor can fit in.

Congratulations on turning 10, God bless!

Dr. Vidya Shetty, Director, Higher Education, Presidency Group of Institutions

WHAT

O U Y SAID

Thoughts, Ideas, Lessons & Experiences: we asked, you said

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JUNE 2017

Prominent personalities or leaders who you think have had a phenomenal impact on the education system in India

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ndia has been known to be a country enriched with prominent educationists who have believed that change is the way forward. The wheel of time revolves constantly pushing mankind to further progress.

People who adapt will survive, people who are in sync with change will love it and people who create change will lead the society towards progress. This was the philosophy of great educationists starting from Swami Dayananda Saraswati, Sri Aurobindo and so on.

Talking about some of the greatest influencers, the first name that comes to my mind is our first Vice President and second President Dr. Sarvapalli Radhakrishnan. He was not only a legendary teacher but was also a great philosopher, a spiritual educator who, aptly quoted by Sri Aurobindo as “One of the makers of modern India”.

Next we salute the great noble laureate Guru Sri Rabindranath Tagore who was a writer, painter and a musician. He transcended the education system out of four walls through the thought that teaching can be imparted in the lap of Nature. This philosophy led him to establish one of the world famous universities, Shantiniketan. He also deserves credit for his works, “Gitanjali” and “Jana Gana Mana” which are some of his most valuable creations.

Lastly, we owe our admiration to the most inspiring personality, the Missile Man and the former President of India Avul Pakir Jainulabdeen Abdul Kalam, whose biggest passion was to teach. He introduced young India to another realm of education. He made the teachers believe “Creativity is the key to success in future and Primary Education is where teachers can bring out creativity in children at all levels." He strongly believed that asking questions would lead the youngsters to achieve success. He was a passionate teacher, philosopher, achiever, technocrat who passed away while doing what he loved the most. Let us join him in his noble thought, “If a country is to be corruption free and become a nation of beautiful minds, I strongly feel there are three key societal members who can make a difference. They are the father, the mother and the teacher."

Dr. Bro.Thomas Thanickal, National General Secretary, All India Association of Catholic Schools

E

ven though India has seen many inspiring leaders in education, whether they have made a lasting impact on the education system in effect today is highly debatable. However, I personally feel Gandhiji, Tagore and J.Krishnamurthi have made some significant impact in the field of Indian education.

Gandhiji's concept of basic education was adopted as the national policy of elementary education, especially the compulsory and free education for the ages of 7 to 14. His concept of education to draw out the best in a child's body, mind and spirit still resonates in Indian Schools.

The present day curriculum and educational philosophy owes a great extent to Tagore.

He tried to create a system of education aimed at promoting international cooperation and creating global citizens. He emphasised the need for the holistic and harmonious development of a child's personality. His educational experiments at Shantiniketan and VisvaBharati have left their mark on the Indian educational field.

Jiddu Krishnamurthi viewed education as an agent not only of inner transformation but also of social change. According to him, education should create human beings who are socially responsible. He set up the Krishnamurthi Foundation India (KFI) schools where the focus is not only on academic excellence but also on trying to develop and nurture a different quality of mind that will harmonize with the world outside the boundaries of schools. KFI made Indian schools rethink education.

Vijayam Karta, Principal, Kerala Public School Trust, Jamshedpur

WHAT YOU SAID

Signicant changes that you made as an educator in the eld of education

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s a person who gets invited to many schools to conduct teacher training or orientation programs, I have brought about an inner awareness in teachers on the following aspects: Children learn more from the attitude a teacher displays in class than the lectures. Project a positive image, build relationship with each and every child, ensure that you walk your talk. Manage your emotions, and ensure that you uphold the highest of values. Be convinced that what you are teaching will enhance the quality of life of your students in the years to come and that your subject is relevant regardless of which career the child takes up.

To be a good teacher, you need to be a good student. Keep upgrading your qualifications and skills. Ensure that you read extensively, go beyond your textbooks, and learn continuously from all sources including your own students.

Children today have so much to teach us. Teachers can learn a lot from the way Finland has built a world-class education system within three decades, and the role of a teacher is the most highly regarded profession in that country. I do not know in how many teachers I have actually brought about these changes but numbers are not important. One inspired teacher can result in the happiness of thousands of young lives.

Dr. Ali Khwaja, Founder, Chairman, Banjara Academy, Bangalore

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ne of the changes that I take pride in bringing to my school is making ‘child’ the focal point of all our activities. ‘School is for children’ is a message that is loud and clear.

Children are the raison d'être of the school. ‘Every child matters' is not a mere slogan in the School.

It is a belief system that permeates every pore of this school. Every teacher and student should be able to experience it. An atmosphere of peace and goodwill pervades the campus. There is no tension in any part of the school. In such a serene setting, there is no scope for any indiscipline, violence or vandalism.

Love and trust are the corner stone of good schooling.

Learning sans tears is a reality in this school.

Mathew C. Ninan, Principal, Little Rock Indian School, Udupi

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cademic, emotional and mental problems were on the rise, but the stigma attached to counseling prevented parents, students and teachers from seeking help. It was against this backdrop that I pioneered counseling in the twin cities of Hyderabad and Secunderabad at Nasr School. It is encouraging to note that the once highly resisted service is now sought after freely.

While both family and school are responsible for a child's mental growth, I firmly believe that it is unfair and harmful to expect a toddler seeking admission to pass a test. Anxious parents go overboard in preparing their child for school admission and that creates an aversion for learning in the process. Teaching the three R’s (Reading, wRiting and aRithmatic) still falls within the purview of schools but thankfully the practice of testing that existed for admissions, designed scientifically and age appropriately was gradually stopped leading to a happier, less traumatic induction. An academically demanding curriculum poses time paucity for developing life skills in children. Based on the Lion’s Quest ‘Skills for Adolescence’, a graded program has been designed that has been implemented as class discussions from Class VIII through Class X, thus ensuring that students gain skills that would help them through life when they leave school. Bringing changes that revolutionizes education in India is something that should be encouraged.

Zenobia Rustomfram, Counsellor, Nasr School, Hyderabad

JUNE 2017

Qualities you possess today as a leader that were not present 10 years ago

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ver the years, I have imbibed and developed several qualities that have made me a better leader. I have become more perseverant and patient. I have learnt to mitigate risks. In the event that a plan backfires or doesn't go as planned, I always have a Plan B. I have developed the ability to forecast and foresee trends.

Adarsh Khandelwal, Co-founder, Collegify

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have lear nt the ar t of c o l l a b o r a t i n g , communicating and sharing ideas. A decade ago, most of us were trying to outshine each other by becoming the change maker.

Today we learn from others, ask questions, and look for mentors in younger people. I have learnt to use technology in all my areas of work; to connect, learn, share and make my teaching a lear ning anytime anywhere phenomenon. I have realized that learning, adapting, unlearning and relearning does not have an age tag.

Manjula Raman, Principal, Army Public School, Bengaluru

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f I were to be considered a leader or a mentor, it is because I do not seek to be one. I believe in working together with people, be it adults or children, as equals. Exercising authority on others and deriving joy from it, is a sign of insecurity from the leader. To be an effective leader you need to belong to the team. A leader can be considered effective only if s/he is compassionate and others can sense it.

Malavika Kapur, Visiting Professor, National Institute of Advanced Studies, Bengaluru

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istening skills, humility, and patience are qualities I learnt the hard way on my long journey of 35 years establishing Samadhan, an NGO for children with intellectual disability living in poverty. I soon realized that going in with ready made plans to guide families on how to manage their children was not the answer. The answers had to fit in with their needs and yes, dreams. So the first quality I learnt was to listen with genuine love and interest and not as a chore. I learnt to be patient, to listen and to never pass judgment or react oddly but to give a humble and thoughtful response.

Pramila Balasundaram,

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eeing the bigger picture is something that occurred to me as I evolved into a School Leader. As a young teacher, the world would seem to come to an end if a class didn't go as planned or a crisis at the home front prevented me from going to school. However today our smaller concerns, while remaining relevant, seem pale in front of the larger picture that is the school ethos and mission. Come what may, the show must go on. Delegation of tasks is also a skill that I acquired over the years.

Founder, Mentor, Samadhan

Suvina Shunglu,

Sanjeev Joseph,

Principal, Sri Sri Academy, Kolkata

Principal Gurukul, Bengaluru

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ake a smart (specific, measurable, attainable, realistic and time-bound) planning for school related aspects including governance and pedagogy. Being technological aware is an added advantage.

I have also developed team handling skills where I use the collaborative way of doing things. We provide one of the most important challenges for any school leader is the special learners who lack the academic strength. We have made a simple format of basic learning of each unit across subjects for successive classes of such children.

WHAT YOU SAID

Films or books or a mix of both you think Mentor readers should watch or read ‘Schindler’s List’ by Steven Spielberg The film explores the theme of good vs evil and redemption.

‘The Pursuit of Happiness’ shows how one can find happiness as we journey through life and realize that there is no separate road to happiness.

The Truman Show showcases the routines of life and living only to find that everything was nothing but unreal.

'The End of Average' by Todd Rose: It made me realize everyone requires personalized inputs because we are all unique.

‘All You Need Is Love’ by Shelja Sen: A simple word that has the power to transcend age, culture and geographical boundaries.

My last suggestion is Natasha Badhwar’s column on Livemint's website. It’s tenacity reaches out to the recesses of our conscious mind and unconscious mind.

Arvind Kumar Chalasani, Dr. Geet Oberoi,

Principal, Pathways World School, Aravali

Founder, President, Orkids Foundation, New Delhi

‘Aavarana’ by S.L. Bhyrappa: I was moved by this story of how a woman’s willpower and ‘never say die’ attitude sees her overcome seemingly overwhelming odds.

‘Pink’: This movie drives home the point of not judging women superficially and staying away from objectifying women from different walks of time.

Kalpana Mohan, Academic Director, PNC Cognitio School, Bengaluru

‘Great Expectations’ by Charles Dickens: This is an all-time classic and it should adorn the library of every mentor.

‘Taare Zameen Par’ by Aamir Khan, Amole Gupte, Ram Madhvani: An eye opener for both parents who wants only marks and teachers who burden the child with boring exercises.

‘Slumdog Millionaire’ by Danny Boyle: A thought-provoking movie about the issue of abject poverty in which slum children are compelled to live.

Seema Gupta, Senior English Teacher, Doon Presidency School, Dehradun

‘The Audacity of Hope - Thoughts on Reclaiming the American Dream'

by Barack Obama: It's an inspirational read that shows that even with turbulence, Obama still had the audacity to have unfettered aspirations. ‘Good to Great - Why Some Companies Make the Leap and Others Don’t’ by Jim Collins: A management book that provides lessons to educators as well.

‘The leader in Me’ by Stephen R. Covey, shares the stories of schools that emerged successful after adopting principles of leadership.

Stella P. Punitha, Principal, The Schram Academy, Chennai

JUNE 2017

Policies issued by the government that were either a boon to the education in India or a bane

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inclusion is one of “Social the most challenging

interventions and one that is highly needed in our country

shall be penning down some of the policies that I feel are achieving results and some that aren't. The Right To Education Act - Compulsory education till the age of 14 , this has really pushed our enrollment numbers in the primary school. The mid-day meal scheme has helped, to a large extent, in keeping children in schools across India.

However, we haven't been able to maintain these numbers as children go to higher grades and the factors for that are many. In 2009, Section 12(1) (c) of the Right to Education Act mandated that private unaided schools must reserve 25% of seats for students from economically weaker sections (EWS), the cost of which will be reimbursed by the government. Social inclusion is one of the most challenging interventions and one that is highly needed in our country.

The spirit of this is aligned with education being a fundamental right and not being limited by social and economic backgrounds. There have been many success stories, however, by and large; there has been a lot of pushback due to lack of consensus building across important stakeholders and untimely and irregular delivery of reimbursement to the schools. SMC/SDMC - The School (Development) Management Committee is a big step in bringing down the walls that separate classrooms/schools from communities. SMC is a legitimate structure that is not only aligned with our democratic values but also considers education as everyone’s responsibility - not just the teachers and school staff but also the political leaders, parents, and children. The SMC has the power to convene on a monthly basis to decide the priorities of the school right from budgeting to implementation. The current laws on teacher accountability and eligibility is not aligned with the kind of education and curriculum changes that has evolved over the last decade. This, coupled with the lack of political will and nexus with teacher union, has left us with no clear teacher incentive and consequence system. Today, in the system there is no difference between a great teacher, good teacher or someone who isn't working - the opportunities, remuneration, recognition doesn't change for any of them.

In fact, it is favorable for someone who is interested in political and administrative tasks, rather than teaching and learning practices. Over the years, universal guidelines in school recognition and certification, has made alternate models of schooling (including home schooling) almost illegal. New regulations have made it difficult for these schools to function, in the name of bringing everyone under the mainstream education system; which is often buried in bureaucratic processes.

Shaheen Mistri, CEO, Teach For India

WHAT YOU SAID

A.K. Sharma Principal, Prabhu Dayal Public School, New Delhi

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ndia being a vast country with diversified culture, languages and traditions, needed more focus on education. However, education is a subject of state but as a whole it is governed by the Central government and its agencies like National Council of Educational Research and Training, Central Advisory Board of Education etc.

National Curriculum Framework and National Policy on Education are major guiding tools for school education.

Here I would like to state three education policies issued by government that had remarkable impact on education.

No-Detention Policy till class 8, as per the RTE Act, this policy was reinforced with the motive of providing education to each and every child between the age of 6 and 14. Under this policy, all children till class 8 are automatically promoted whether learning outcomes are achieved or not. This resulted students adopting a careless and non-sincere approach to learning. As a result of this 9th class became the first filtration net where many students with poor learning experiences got trapped. This policy is a bane in disguise to allow all students to secondary education level without evidence of learning.

POCSO ACT (The Protection of Children From Sexual Offences Act, 2012), A child when abused sexually does not know how to react to the situation. The inability of children to comprehend the situation often leads them to believing it's their own fault. Here the role of the school bodies is very important as they are the ones to realize the child's disposition. Protection of Children from Sexual Offences Act is a boon to safeguard the children and deters all those who have impure intentions towards innocent lives.

Inclusive education, strengthening the capacity of the education system by reaching out to all learners. Inclusive education essentially means all the stakeholders of school are sensitive and have positive attitude towards all children irrespective of inabilities. It is true to say that not all educational institutions have infrastructure to tackle the needs of differently abled children but we as a society cannot remain insensitive towards them. Inclusive education policy is a boon for Indian education system as it treats all children equally and prepares an inclusive society for better tomorrow.

Protection of Children from Sexual Offences Act is a “ boon ... and deters all those who have impure intentions towards innocent lives

JUNE 2017

Lessons of life that you learned during your years growing up

I

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s a five year old with a sibling eight years older, father stationed in Kuwait and a working mother, I discovered the value of good neighbours and true friends. Their positive approach influenced me into loving without condition, talking without bad intention, giving without reason and caring for others without expectation.

Another lesson I learnt is during the Indo Pak war (1971), huddled in the corner during an air strike my mother led her 10 year old to understand the difference between spirituality and religiosity by saying, “God is the arm that holds you at your weakest, the eye that sees you at your darkest, the heart that loves you at your worst. Listen to His voice everywhere you go and in everything you do.” I understood the power of prayer and was reassured that when storms come my way I just need to remember that I know the master of the wind. He will fight my battles and make ways for me even when I don't see one. The third lesson was when I was a 1st rank holder and scholarship holder at school, a career in medicine was a foregone conclusion. From that pinnacle of success I plummeted to the depths of despair when I failed in Maths at the Higher Secondary Examination. Suicide seemed the only option as failure could never be my second name. That's when my usually taciturn father comforted me, “Accept life as a pair of walking legs. The foot forward has no pride, the foot behind has no shame. Both know their situation will change. So keep walking. Challenges make you more responsible. Don't give up and never quit. Happiness comes when most unexpected.” Today as I teach high school Mathematics, I realize that while it may not teach us how to add happiness or subtract sadness, it teaches us, ‘Every problem has a solution.’

Ninette D'Souza, Teacher, Canossa High School, Mumbai

n e e d s eve n m o r e months to clock s e v e n t y. L i v i n g through three generations, I've learnt many lessons.

Believe in yourself – let passion be your soul-mate; The first-born girl child in an extended family, steeped in tradition, I grew up with elders talking of my marriage long before I was ten, but never of any plans for my education. However, my fascination for the printed word transformed into an undying passion for learning. My earning a seat in a medical college by merit was then rejected by the family because I was a girl. I had to fight silent battles to pursue my education and search enduringly for employment. Just listen to your inner voice. Look back only to learn, and at every step along the way, look forward and choose the next available option. Learn to turn objections, obstacles, disappointments and struggles into triumphs. They play havoc with one’s own thoughts feelings and physical wellbeing. Be a blessing to others – forgive, love and help. Let no one be excluded from one's love. Shed all blame, shame, fear and hate. Fill your mind with positive thoughts about love, hope, compassion, dreams, triumph. I am myself, my life is what I made of it. I am happy and peaceful. If it is to be, it is to be by me.

Lalitha Kandaswamy, Mentor, Vagdevi Vilas Institutions, Bengaluru

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esson 1: Failure is the best teacher, if one is open to lear ning. Lesson 2: Happiness comes in unexpected forms and when you are least looking for it.

Lesson 3: Life's pages are not inked in black or white; accept change and keep growing.

Ruchira Ghosh, Regional Director for South Asia, Cambridge International Examinations

WHAT YOU SAID

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he ‘life’ theme is the pur pose of your existence. It represents the ride. Goals are the checkpoints. Passion is the consequence. Don't look for the easy way out, thrive under constraints and enjoy the challenges thrown at you as you tread on the journey called ‘Life’.

Arvind K. Chalasani, Principal, Pathways World School, Aravali

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ife and the experiences it offers are one of the best teachers you can find. No Substitute for preparation, however big you are what we have learnt from our experience and practice religiously is to treat each event like our first and every book we create like our debut. The power of thinking beyond the box, we live in a world where it is sometimes not about what you do but more about how you do it. This is where being relevant on a consistent basis with the audience you cater to becomes critical. Be prudent before you make your passion your profession, as you grow up you will find a lot of people who advise you to follow your passion and make it your profession. Before you follow it think about what difference it can make in the world.

Giri Balasubraniam, CEO, Greycaps

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esson One (Professional): As an academician, the exploratory methods, teaching styles, constant assessments, regular feedback about self and others involved in the process has taught me a lesson. This has made me redefine the philosophy under which I am working, to calling myself a “Reflective Practitioner”.

Lesson Two (Social): Socializing with parents, students and other stakeholders at school has helped me evolve into a good team member rather than a team leader. I have acquired the skills of linking the essential principles of collaborative learning, collegial learning and cooperative learning. Lesson Three (Personal): Being an admirer of art forms and also with an ever evolving spirit to get involved in music, dance & drama, I get a lot of scope to make my own living moments meaningful, laudable and satisfying. The most important learning lesson for me has been “That it is not what I feel within but it is an expression of my thoughts and feelings that makes a difference in my relationship even if it is to my own self!”

R. Meenakshi, Principal, Vaels International School, Chennai Program Leader, Cambridge International Examination

JUNE 2017

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hree lessons I have gathered over the years are, o read, to learn – especially from well researched books, articles, and workshops; and put them into practice if the idea makes sense. As an avid reader of philosophy, b i o l o g y, p s y c h o l o g y, physics, bio-chemistr y, yo g a , s p i r i t u a l t e x t s , feminism and anthropology I come across several useful concepts, practices, and facts.

To think freely, independently and silently, by myself looking for universal principles that link seemingly unrelated facts and ideas into a narrative in synchrony with evolution and adaptation for survival. That and not a set of religious doctrines or political beliefs is the touchstone for me. To create, not complain, I have realized that the 'being' part of a Human Being is where the maximum potential for creation exists. I can experience and have others experience any quality, peace, love, integrity, freedom, boldness, competitiveness.

Dr. Sangeeta Saksena, Co-Founder, Enfold Proactive Health Trust, Bengaluru

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ahlil Gibran says, “For life goes not backwards nor tarries with yesterday.” The first lesson I have learnt from life is not to regret about the past but to move forward.

The past has already left the station; the future will depend upon what you do today.

The second life lesson is to have a survival kit that will help you even as the world around you continues to change. In it always include the following assets; agility, adaptability and continuous learning. The last, and perhaps the most valuable lesson is that of empathy. Because in order for the first two lessons to be fully internalized, the thin yet strong thread of empathy is required to hold you together as part of humanity.

Avnita Bir, Principal, R. N. Podar School, Mumbai

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eep lear ning from books, biog raphies, inspirational literature, from people around you, from events and from everywhere. Always challenge yourself. Be a discerning learner. Quoting Newton, “I do not know what I may appear to the world, but to myself, I am like a child on the seashore looking for a smoother pebble or a prettier shell, while the whole ocean of truth lay undiscovered before me”. First priority is to be fair and square in your field of work. The prime motivator should not be money. Constantly striving towards making the world a better place in whatever way one can. Even in adversity, keep up your spirits. Be comfortable with uncertainty. I do not ask to see the distant scene, one step more is enough for me. Have confidence that God is on your side, and always act so that God remains on your side. Don't get attached to materialism. An inspiration drawn from Rudyard Kipling's 'If', “If you can make a heap of all your winnings and risk it on one turn of pitch and toss; and lose and start again from the very beginning and never breathe a word about your loss…you'll be a man, my son.” I have lived my life with these 3 principles, and now at 70, I think I have led a fulfilling life.

Dr. Madan Mohan Pant, Indian Forest Service (Retd.), Natural Resources Economist

WHAT YOU SAID

Incidents where a student taught you a lesson

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Children are watching “ you and they quickly lose

respect if you do not walk the talk

realised an important aspect of human nature when I became a Principal; the moment an individual ascends to a position of authority, his/her ego inflates proportionately. I began thinking that I was the sole repository of all knowledge and wisdom and would talk graciously to all, children and adults alike, with a laboured humility till...

I was going on my rounds one day when a K. G. child wished me and walked towards her class. She was in a traditional Kerala outfit, all dressed up for a dance performance. I called her back and said ‘Nalla Bhangi undallo’ (You are looking very pretty). She looked at me and said sternly “Speak English!”. I was taken aback at what I thought was her impertinence, but had the grace to apologise to her then. I went back to my room chastened. I realised, there cannot be two rules in an institution. Everyone has to follow the same regulations - be it language or the courtesy extended to those under you; students, staff, parents, visitors. The children are watching you and they quickly lose respect if you do not walk the talk. Children don't like any form of condescension. They can sense it intuitively and will respond immediately and honestly. This one time I was asking a primary school candidate whether he would like to join the school because we had many enjoyable activities. Suddenly came his reply “No” he said, “Because you do not have enough play equipment.” That was his priority, not ‘activities’. His priorities were different. Yet another learning was - to see things from a student's perspective. So I started having discussions with my student counsellors from 6th upwards before I introduced major changes in the curriculum. Students felt that they had a say in the development of the school and that their voices would be heard too. They learnt leadership through decision making, team work and conflict resolution and so did I! A third learning occurred when I was crossing the lawn to go to my room. A young boy ran up to me and said, “Hi MAN!” I wished him as well. He asked, “Where do you sit?” Honestly didn't he know who I was? I pointed to my room upstairs.

He nodded and asked me the most sagacious of questions “So what do you do there?' I opened my mouth to say something cutting. Then I saw his innocent face and mumbled that I teach. He was satisfied and ran away. I, however went up to my room and started thinking. I began to introspect - 'What do I do every day? What am I doing as an educationist? How do I as a teacher impact society?

What is my role?' I have not got a complete answer till now, it is still in the making and even today with three decades of experience I am still a ‘work in progress’, I am still a learner!

Maya Mohan, Director, Tattwa Centre of Learning, Kochi

JUNE 2017

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teacher learns her lessons best from students and these turn into my lessons for life. Some instances that come to my mind are: Once a student of my class 12 expressed his inability to score well in English. He surrendered, “No matter what you do and how hard you try, I’ll end up disappointing you because English Literature is beyond my capacity.” I provided him individual and personalized attention, gave him exclusive assignments. He remained unconvinced. We didn’t give up. Lo and behold he scored 74% in his Board exams in English. The lesson he taught me was to never give up. Today when he comes to meet me, he regales the entire experience with a sense of triumph and accomplishment. Another situation is while I was auditioning children for a play, a student who volunteered from among the many seemed shy and awkward. Despite his overt inadequacies I tried him out and he proved to be a good choice. From this instance I learnt never write off an individual on the basis of preconceived notions. The world is full of beautiful surprises.

In April 2015, the devastating earthquake in Nepal caused aftershocks in Lucknow. I happened to be out on a ‘learning walk’ in the pre primary section of my school. Due to sudden chaos and panic, children had to be taken out of the building for their safety. Suddenly I see a little girl pulling up the edge of my sari and asking me with tears in her eyes.

“Principal ma’am, please can’t you set everything right, what is going on, why are we scared? After all you are there!” The kind of faith, belief and conviction your little ones have – you are supposed to set everything right and why not? You are supposed to live up to the expectation of your students as a school leader.

Vera Hajela, Principal, CMS Station Road Campus, Lucknow

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eing in a profession where interaction w i t h y o u n g unfettered minds offers peace to the mind, I feel privileged to bear witness to the limitless possibilities of human potential unfolding before me day in and day out.

I believe it may not be wrong to say that a teacher is as good as his/ her students. In my decade old experience as an educator, I have witnessed and shared many moments when the external manifestation of my student’s potential won them many laurels. It is not their accomplishments that make them remarkable and unique but the quality of humility. I have learnt from such students how being grounded stems from integrity of character. In an era where too much is too little and flamboyance rules the roost, it is reassuring to know that there are saner individuals who have their head firmly over their shoulders. Another student had shown me the power of single mindedness and one pointed focus when he scored the second highest score in IELTS to gain admission into the course of his choice in a premier university in the United Kingdom. Surprisingly he had received no coaching or training. He had achieved it solely through diligent practice and disciplined study routine.

And then there is a student in class 8 I presently teach, who taught me an invaluable lesson that is, to be yourself, unapologetically and truly, yourself. Though many of my colleagues loudly express their exasperation in dealing with the student who doesn’t fit the mold, S/he is happy being who they are is in spite of being constantly compared with a high achiever sibling. This one has a lesson or two to teach all those who constantly fret and fume about their i n a d e q u a c i e s b e i n g a lw ay s c o m p a r e d w i t h t h e accomplishments of others.

Ajitha Paladugu, Teacher, Delhi Public School, Coimbatore

WHAT YOU SAID

Technological innovation that you want to see in schools in the next 5 years

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ince childhood literacy always meant reading, writing, speaking, and listening. The meaning of literacy has evolved over the years, more so, in the last three decades. The mode of communication through moving images, graphic designs and sound led to the advent of visual literacy. The early eighties characterized by television channels and the need to teach popular culture and mass media led to media literacy. The early nineties completely transformed the meaning of literacy with information explosion, computers and new skills in social competencies. As a result digital and media literacy is in the limelight today. Schools, therefore, need to recognise the 21st century competencies that our students must be imbued with. These competencies refer to the efficient use of tools and technology, skills of critical thinking, analysis, message composition and creativity.

Other important social skills are ethical thinking and active collaboration. Technology plays a significant role here. To achieve this, we propose to develop these skills in our teachers as part of their professional development. This we intend to achieve through the school-wide integration of Microsoft technology available on Office 365 for education platform. We have already joined the global community as a Microsoft Showcase School engaging in the digital transformation to improve teaching and learning. Teachers have registered themselves on MS collaborative platform, yammer using tools such as One Note, Skype, Sway and completing online courses to build on competencies. Each of the 150 teachers is expected to earn certification, badges and ease of using technology to help students thrive. We will host visitors and experts and share best practices of using MS Technology for teaching learning. Our resolution is to invest in building infrastructure capacity and human resources necessary to bring digital and media literacy education to all.

Ashok Pandey, Principal, Ahlcon International School, Delhi

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progressive future-ready school should during the next 5 years transform itself to prepare for the 4th Industrial Age and provide individualized learning experiences that help each learner develop learning power, curiosity, complex problem solving skills, the habit of learning and information fluency. Almost every other day we realize that we are living in a VUCA world (Volatile, Uncertain, Complex and Ambiguous) and change is happening at an exponential rate. The success mantras of the earlier decades will not work anymore. Schools should be using technologies like Virtual Reality and Augmented Reality for an immersive learning experience, and 3D printers to build a ‘maker culture’. Computational Thinking should be a skill fostered from early classes right up to senior secondary. Since this must be implemented in a gradual manner, I have proposed a year wise execution plan with end of year goals: Year 1: Orientation and on-boarding programs for learners & teachers and flipped teaching adopted for 20% of pedagogy. Integrate mobile phones in classroom.

Identification of resources and devices for AR & VR. Set up a Robotics lab. If such lab already exists then enhance its impact.

Year 2: Flipped teaching at 60%. Integration of VR & AR into classroom teaching, wherever feasible. Create and i m p l e m e n t 3 D p r i n t e r.

Introduce Computational thinking for classes 9 to 12.

Year 3: Flipped teaching in this year reaches 100%.

Implement 3D printing.

Create and implement Chatbots as teaching assistants for Mathematics and English. Introduce Computational thinking for classes 6 to 8. Year 4: Use Chatbots for Science and Social Science.

Computational Thinking for all students Year 5: Empower all teachers with Chatbots for all subjects and all classes.

Dr. Madan Mohan Pant, Indian Forest Service (Retd.), Natural Resources Economist

JUNE 2017

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echnology has integrated seamlessly into education and has become an interesting and acceptable tool for both students and teachers.

Learning abstract concepts like light waves and dispersion and the valves of the human heart from pages of text books, often left to the imagination and interpretation of students, thanks to technology today students view real working of the heart and are able to see the properties of light. Concepts have come alive across subjects be it geography, physics or mathematics. Technology has enhanced teaching and learning and helps students and teachers move towards higher order of learning. At the Titan School, we have integrated technology in teaching, learning, assessment, feedback and administration.

As part of pedagogy, teachers have e-lesson plans. Planning and documentation is done using tools like One Note and Class Note. Teacher generated AV resources are stored systematically for ready reference and retrieval. Being WiFi enabled and LAN networked, teachers have access from multiple locations within the school and outside.

Learning by students has leapt forward as they have resources and materials which interests them and promotes personalized learning. This ensures ownership for learning as they are able to learn at their own pace and time.

Assessments are executed online with options of immediate correction and feedback. This ensures not only test taking but also reinforced learning.

Feedback is quick and analysis of performances provides deeper insights. Technology thus makes time for enhanced learning by optimizing time spent on routine work. Keeping abreast of current trends, teachers and students have WhatsApp group to share notes, homework, sending assignments and other materials. Breaking geographical barriers, Skype in classrooms have connected students across the country and the globe. Students have traveled 1000's of virtual miles to learn.

Creating collaborative learning spaces where students may not be part of a single institution and benefit from multiple expertise may be the future of learning and education.

Flipped classrooms may be the order of the day. Students doing online collaborative work transcending physical spaces may be the future reality.

Sajeetha Barathi, Principal, The Titan School, Hosur

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rogress is impossible without change and those who cannot change their minds cannot change anything -George Bernard Shaw In the present era, education is poised for a revolutionary change in its approach and methodology. Learning is the o n l y f a c t o r t h a t n e ve r exhausts, never fears and never regrets. As educationists and teachers, it is imperative that the best is chosen to deliver to students and make changes as time and technology progresses. This change is happening so rapidly that schools need to hasten up their course material, tools and infrastructure to be able to deliver results.

In today’s lifestyle technology is entwined in every aspect of our life. Students love technology and are quick to adapt to the use of gadgets wherever and in whatever situation they are in. So educational institutions are no exception and I would firmly recommend the use of Information and Communications Technologies (ICT) to the extent to which the infrastructure is geared up to handle their use. In most of the schools and in the school that I am involved in, there is a wide gap in the economic, social, and the cultural background of the students. Hence a lot of forethought and planning is required to bring in novel innovations in the use of technology, in this scenario. Smart Boards (Educomp), using low cost tablets issued by the National Mission for Education (Aakash Project) and of course hands on working on computers, are at present, and the technology that is feasible to be introduced in the next five years. Anything more complex or more modern may take some time considering the cost involved and the teachers with expertise to handle the ICT'S. In this age of accelerating change, we have to figure out what is ideal. I also feel that teachers need to be present to act as enablers, guides and mentors.

Sujatha R. Rao, Co-ordinator, Aradhana Academy, Bengaluru

Life Skills through Cinema

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chool Cinema is a film-based module that makes learning lessons of life an entertaining experience. It reaffirms life skills & values for students, parents and educators through award-winning films and engaging activities. At the recent 64th National Film Awards it bagged two awards: Best Educational Film (non-feature) for ‘The Waterfall'’by Lipika Singh Darai & Best Film on Family Values (non-feature) for ‘Little Magician’ by Neha Sharma.

This article includes excerpts from interviews conducted with Syed Sultan Ahmed (MD, LXL Ideas), Neha Jain (Head, LXL Films) and Lipika Singh Darai (Filmmaker) interlacing together a perspective on the impact of films in Education.

Left to Right: Neha Sharma, Syed Sultan Ahmed, Lipika Singh Darai, Neha Jain

Teaching through cinema and its impact on children Cinema as a medium blends audio, visual, entertainment, emotions and storytelling. Pedagogically, you can use any one to teach. Cinema is thus a lethal combination of four very interesting learning formats and that’s the reason why retention of cinema is extremely high. Moreover, because of their age, children's retention rate is much higher while watching films. There is a huge difference between 'fictionstory cinema' and 'documentary-informative cinema'.

Fiction has more impact; hence, more than 90% of our films are fiction. We have consciously, and strategically, used cinema's impact as a training tool, which has never been used before.

big accolades. Having said that, it is a phenomenal boost to be appreciated for the hard work we put in every day. I'm extremely happy and it just sets the standard higher in saying that can we get another one next year.

Syed Sultan Ahmed, Managing Director, LXL Ideas

Little Magician director : Neha Sharma | producer : LXL Ideas

Your rst thought when you heard about the National Awards I don't think it has sunk in. It is a tremendous achievement!

If film making was my goal, of course there is no bigger achievement, but I look at film only as a medium. For me the response I get from children in a school is more exciting than

Best Film on Family Values Non-feature

P r o m o t i n g c h i l d r e n ' s  l m s a s Your inspiration to work on this project pedagogy in schools Today's digital natives are addicted to the screen - be it a mobile phone, tablet or a laptop. While technology is catching up in schools, films are still not a common tool for pedagogy. There is a lot of content for children but the value it teaches is questionable. If done right, cinema can be a powerful tool to make children internalize lessons that will help them become rational and empathetic global citizens.

Schools can use cinema as pedagogy in several ways: Ÿ Periodically organize international film screening in school Ÿ Create film clubs for students to discuss and critique films Ÿ Organize film appreciation workshops for senior students Ÿ Encourage film-making workshops Ÿ Ask students to prepare homework or projects as films

Evolution of children's lms in India This is an interesting period for Indian cinema. Many young, talented film-makers are now able to get their hands on funds and innovate distribution strategies. Small budget films too are doing well and making money; most importantly, short films as a format are developing a loyal following. All these factors help more stories and screenplays see the light of the day. While films for children are few and far between, the success of regional children's films like Kaaka Muttai (Tamil) and Killa (Marathi) is certainly encouraging. All in all, it's a good time for Indian cinema; I just hope more film-makers start looking at children as a target audience.

Neha Jain, Head, LXL Films

The Waterfall

My main inspiration was the audience: millions of school children who use School Cinema. I work from Odisha and I have seen one of the tallest waterfalls in India called “Khandadhar” struggle for its survival and how the indigenous communities have spearheaded the cause to save it. I needed to convey the story of this struggle as an attempt to reconnect with our nature, the mother Earth.

Your approach to the movie, keeping in mind the lm is educational I wanted the film to be evocative and story to be humble yet powerful in its depiction. My focus was to show a different side of reality in 20 minutes, and involve children by making the characters relatable. If they don't connect to the protagonists, they will not give attention to what the film is conveying. My film also has the nature of a documentary as I wanted to show real locations as much as I could. The script had many drafts to achieve a balance between information and perception. I was very conscious of the fact that I was constructing a story for the young minds about relevant issues: the present scenario of the ruthless destruction of nature around a waterfall in the name of development. The story needed to be true and genuine; the young audience had to connect with the subject while watching the film otherwise the film would fall flat. The point being, it would be a great platform to initiate discussions around the subject in schools. Children would definitely have queries after seeing the film. To answer them responsibly then would be the real challenge.

Lipika Singh Darai, Filmmaker, National Award Winner

director : Lipika Singh Darai | producer : LXL Ideas

Since its inception, School Cinema has won a total of

6 National Awards

Best Educational Film Non-feature

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G I B

C R T PI uE Thoughts from who’swho: the big picture in education

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JUNE 2017

Indian Education: what’s working, what’s not.

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olicy-wise, two boons for our education system have been measures that have sought to overcome social and gender inequality with regard to access to education.

The RTE (Right to Education Act) has been a great leveller against social discrimination, allowing the less privileged to gain access to the education system. In 2013, under the 25 per cent reservation provided by the RTE Act, 66,306 out of 0.2 million students from less privileged sections received admission into 8,500 private schools in the district of Pune. In 2014, 12,500 students were admitted to various schools in Indore district using the RTE provisions. These are but small examples of the larger impact that the RTE is creating across the country.

Gender-specific elements of Sarva Shiksha Abhiyan (SSA) and Rashtriya Madhyamik Shiksha Abhiyan have helped address gender inequality. At the primary level, SSA is further aided by the National Programme for Education of Girls for Elementary Level (NPEGEL) in educationally backward blocks which help enrolled female students to regularly attend classes, and by the Kasturba Gandhi Balika Vidyalaya (KGBV) scheme which creates residential upper primary schools for girls from SC, ST, OBC and Muslim communities.

At the secondary education level, RMSA is aided by three schemes: Construction and Running of Girls’ Hostel for Students of Secondary and Higher Secondary Schools Scheme, Mahila Samakhya Scheme and National Scheme of Incentive to Girls for Secondary Education, which places 3000 rupees in a bank account for girls below 16 which they can only collect, with interest, when they pass Class X and attain the age of 18.).

Dr. Shashi Tharoor, Member of Parliament

However, our higher education system, as a whole, continues to remain over-regulated and under-governed, with the University Grants Commission (UGC), Medical Council of India (MCI) and All-India Council for Technical Education (AICTE) issuing one-size-fits-all directives to prospective universities, stifling academic advancement rather than promoting it. That remains the bane!

THE BIG PICTURE

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There is an urgent need to shift from the earlier paradigm of an education system that was linear, passive, hierarchical, non-participatory, to a system that is dynamic, vigorous and bold; inclusive and integrated; focused on cultivating creativity and intellectual skills; aligned to the needs of the subsystem of Indian society; geared to provide vocational or technical or professional education required in the global workplace, and it is here that the Government and society counts on the wisdom of the management, Principals and teachers of schools to step in.

Kapil Sibal, Former Minister of Law and Justice of India, Former Minister of HRD and Minister of Communications and IT 2011

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The ferocity of competing has increased at an alarming rate.

Sport has turned to commerce and become a profession; so ‘love’ has been replaced by ‘demand’. It’s the same with education. Studies are no longer about learning as much as they are about a commercial degree; everything is about the best and the highest placements. These are current realities from which there is no escape.

,

Kiran Bedi,

Retired Indian Police Service ofcer, Social activist, Lieutenant Governor of Puducherry 2007

“

Don't cover the syllabus, uncover the syllabus. Give children what they need. Let us invite and involve people to change and to innovate. We need to look at matters in Schools of today slightly differently. Schools need to bring in a corporate structure within their respective set up. They need to bring in an administrator, a HR, a marketing officer and so on, for the man who is the best Administrator may not necessarily be a good Academician.

Neil O’Brien, Former Chairman, CISCE 2008

JUNE 2017

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While most schools would boast of security measures such as door locking mechanisms and surveillance cameras, the real million-dollar question is what is spent on training school stakeholders to effectively use the hardware purchased.

School safety training should empower, not intimidate. It should come from an educational perspective. The training must understand and acknowledge the unique characteristics, constraints and developmental needs of an educational setting. World-wide educational leaders must understand and learn that the need of the hour is a comprehensive and overall all-hazards approach to school safety, which is based on evidence, best practices and a truly pro-active commitment to prevent violence.

Amanda Klinger, Educator, Attorney at law 2016

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Explorer does not directly "instruct" students to actively champion an environmental or animal welfare cause. By showing real, up-to-date depictions of the situation, we hope to inspire children to think about the environment. We will encourage or promote each child to make small adjustments on their own for a collective passive impact. We believe in c h a n ge t h r o u g h i n s p i r at i o n a n d e d u c at i o n , n eve r revolution.In today's classroom, the teacher has to play the role of a fellow explorer, exploring the world with students.

Let students come to their own conclusions based on what they have acquired in the classroom. Let students think and decide for themselves. This will foster a generation of creative and innovative thinkers, much needed in today's transforming India.

Francis Downey, Vice President and Publisher, Explorer Magazines National Geographic Society 2012

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I believe moral education is very, very important. I studied in a convent school in Mangalore where we had to do one hour of social work every day, and we learnt morality as we went along. It did not have to become a subject, it was a lifestyle.

Each student was given a vegetable plot – in that, we grew our own plants, swept our own classrooms. Sweeping, dusting, cleaning, keeping the chairs in order so that the class is ready for the next day – the duties rotated, and it developed character within us, even as we learnt the dignity of team work. We had a daily assembly in which we sang a national song, there was a lot of nationalist feeling and love for society.

Now these things are all being phased out and the result is that nationalism is not being encouraged in the younger generation.

Margaret Alva, Former Governor of Rajasthan 2007

THE BIG PICTURE

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Principals are people of dedication, commitment and highest integrity. Moreover, top management personnel must take personal interest in the running of the schools. We have our fingers on the pulse of what is happening in our schools. It is not a question of just constructing the schools and forgetting about them; we continue to remain involved as we see it as our commitment towards nation building.

Basant Kumar Birla, Dr. Sarla Devi Birla, Chairman, Krishnarpan Charity Trust, BK Birla Institute of Engineering & Technology 2007

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Leaders set systems and bring changes in the processes to make a smooth and effective road to success. It is important that we encourage and motivate team members. At Infosys, we follow a model of planning and assessment process that focuses on achievement results and leadership: Malcolm Baldridge Model of education. It is an effective planning tool that enables schools and classrooms to focus on what is important for students and how to put processes and systems in place that empower students and teachers to accomplish school and classroom goals and action plans.

Dinesh Krishnamurthy, Founder Member, Infosys Technologies 2008

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Make it relevant. To make teaching effective, any curriculum must be relevant to students' lives. Lack of relevance leads to lack of motivation. The relevance of learning specific knowledge and skills is much clearer to students—and much more motivating—if they understand how a given topic fits into "the big picture," or a meaningful context. Humor and use of current examples also help engage students.

Dr. G. Immanuel, Chairman, CISCE 2016

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The principal must have a dialogue with students. The aura of exchange must exist in every school. Schools should not have an atmosphere where the child is scared to ask or express. Such an environment is extremely critical in every school and the principal and only a principal can do it successfully. A Principal ought to be a great learner; as leaders they should be keen on learning and develop a penchant for learning. They are the faces that represent the entire system of education.

They can set milestones by proving, by demonstrating in all that they do that learning is eternal for us and thus prove to be exemplary 'Principal learner' to the 'learners of their schools'.

Vineet Joshi, Former Chairman, Secretary, Central Board of Secondary Education 2009

JUNE 2017

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Books can give us so much comfort, companionship and love.

Books give us appreciation of life, an understanding of people and an understanding of ourselves. They are perfect friends.

Literary clubs in schools could have children come and give a little talk on the book they have enjoyed reading recently and give little reviews of their own. Discuss the books they read, whether they like them or dislike them and maybe exchange their ideas for stories and so on. Clubs could also maybe have little competitions among them like writing competition, just talking about the books. I would say that by the time the child finishes school, they should at least have a basic idea of what they want to do in life.

They should have an idea of what you like doing, what you are good at. Don't force on a child something that will leave you unhappy at the end.

Ruskin Bond, Author, Writer 2009

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The power of questioning developed through exposure to science and technology will mold the students to have a broader view of the various physical phenomena and will also help in developing interest in other fields. It is necessary to inculcate a scientific temperament among children. This can be done by providing exposure to students to developments in science and technology through lectures by eminent scientists, conducting debates, quizzes competitions, model making on science and allied topics. Research has shown that regular visits to planetariums, science museums etc. can provide a tremendous impetus to a child's interests. It promotes the cognitive aspect of a child's development as compared to books alone.

G. Madhavan Nair, Former Chairman, Indian Space Research Organization; Secretary, Department of Space, Government of India 2009

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If you look closely, many literate adults in our country are in fact financially illiterate. They struggle to decipher mobile bills, credit statements and loan instalment plans. They end up paying atrocious amounts of interest and other charges.

The root cause of this problem is disability called Innumeracy.

Introducing financial literacy in the school curriculum is a must for making India a financially literate nation Effective integration of financial education into school education is the cornerstone to bringing about long-term generational change in knowledge, attitudes and behaviours.

It does not make sense introducing financial literacy as a separate subject and increasing the burden on the student.

Ambarish Datta, Managing Director, BSE Institute Ltd. 2013

THE BIG PICTURE

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Education needs a passion like never before. We need to embrace the ethos of the students, marry it with our own and then create a synthesis. We should create responsible communicators of tomorrow at the school level. Educators need to first educate children on the value of experiences, the truth of winning and losing. We need to activate the thinking of the child and make them participate.

The teacher today is not just the guru, but the guide and guardian! But most of all, the teacher is a Friend, who does not judge but understands as well.

Roshan Abbas, Indian Radio Jockey, Actor, Director 2008

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Clothing should be appropriate to age, school setting and weather conditions. Both students and parents share the responsibility for student's attire because clothing often sets the pattern for behavior Principals are expected to carry themselves respectably and professionally. Why should this be any different for teachers?

Their life needs to reflect the values and standards of the community in which you work.

How can we expect the students to respect their educators if they don't represent themselves as professionals?

Manoviraj Khosla, Fashion Designer 2009

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As society becomes more material oriented, and technology more freely available, the moral dilemma of the students gets accentuated. If student is on a weak wicket of his value system then the schools come under flak.

I believe that the role of schools should modify slightly. Both family and school should work in co-ordination. I also feel that the role models of children must shift from sports and film personalities to people of very high moral values like Dr. Abdul Kalam.

Farooq Sheikh, Actor, 2007

“

In a school, the encouragement of teachers and principal can transform an individual's life. My principal in Dakshin Bharatiya Mahila Samaj (DBMS) English School, Jamshedpur, discovered my calling and goaded me onto the stage; I wish there were many more Principals who can make a difference to the lives of the hundreds entrusted to their care.

Imtiaz Ali, Director, 2008

JUNE 2017

“

Drama is a practical subject. In it, almost every lesson is a practical exercise and every practical exercise is a lesson.

Drama involves reading each line meaningfully, effectively and communicatively. It gives training to the physical aspects such as voice, speech, gestures, facial expressions in keeping with the psychological aspects, such as intelligence, imagination, emotions and thoughts provided in the scripts and planned exercises. It involves the use and training of all the senses and development of various sensibilities.

Anupam Kher, Actor 2010

“

What Rishi feels desolate about is that he cannot even remember the teacher's name. “It shows how badly we take our teachers for granted,” he says, then adds passionately, “I would do anything to be able to contact that teacher – I have thought of him often; I have wanted to go back to him and say, 'Thank you for your patience and your time; it is because of you I was able to get into a career that I love.”

Rishi Kapoor, Actor 2007

“

Allow the child freedom to choose what s/he wants to do. Treat the child as a whole, physically, mentally and emotionally.

Children learn at different speeds. Spend time with the slower ones, find out their hurdles and help them. With children who have that extra edge, see what they are good at, hone it and polish it.

Children have one specific area of interest. Identify, nurture and develop it. This is where the role of the school or teacher comes in.

Javed Jaffrey, Actor 2009

you A D H o T BE R THE E Be proud, we shaped minds and inuenced educators You had to be there

32

JUNE 2017

Volume 01 2007-2008 Ms.Avnita Bir(R N Podar School), Dr.Bhavanishankar(Chettinad Vidyashram), Ms. Sujatha Mohandas (Sishu Griha Mont. & High School), Ms. Usha Reddy, (Meridian School), Mr. Sundaram Subbharatnam(Atul Vidyalaya), Sr. Flavian (Carmel Junior College), Mr. Neil O'Brien, President(All India Anglo-Indian Association), Mrs. Begum Anees Khan (NASR School), Mr. Harold Carver (St.Stephen's School)

Volume 02 2008-2009 Dr. Grace Pinto (Ryan International School), Dr. B Chandra Sekhar/ Mrs. Gita Iyengar (Johnson Grammar School), Mr. S. S. Jayaram (The Valley School), Ms. Jayshree Pariwal (Step By Step High School), Dr. Sunita Gandhi (City Montessori school), Mr Mathew C. Ninan (Little Rock Indian School), Dr. Bro. Thomas Thanickal, (Cambridge School), Mr. Rahman Khan (Delhi Public School), Mr. Pramod Sharma (Mayo College), Mr. Vineet Joshi (CBSE Board)

Volume 03 2009-2010 Mr. Shailesh Termurnikar (Global India International Schools), Sr. M. Cyril Mooney (Loreto Day School), Fr. Celetine Sera (St. Joseph's Boys High School), Dr. S. Ganguli (Aditya Birla school), Captain V. K. Verma (Motilal Nehru School), Rector. C.P. Joseph (St. Paul's school), Mrs. Suniti Sharma (Maharani Gayatri Devi Girl's school), Fr. George A. Hess (Loyola communications Center), Mr. N. K. Dutta (Miles Bronson Residential School), Ms. Anne Warrior (Chairperson, Ujwal trust), Ms Lina Ashar (Billabong High International School), Brother George K.J (Montfort School)

Volume 04 2010-2011 Ms. Kiran Bir Sethi (Riverside School), Dr. P.C. Thomas (Good Shepherd International School), Ms. Vijayam Kartha (Kerala Public School Trust), Ms. Vimala Mallappa (Sindhi High School), Ms. Anjum Babukhan (Glendale Academy), Mr. Babar Ali (Anand Shiksha Niketan),Mr. R. Paul Victor Samuel (St. George's AngloIndian Higher Secondary School), Mr Neil O, Brian/Ms. Janet Morris (CISCE, University of CIE), Mr. Kapil Sibal (Minister of HRD and Minister of Communications and IT), Mr. Dev Lahiri (Welham Boys High School), Mrs. Shalini Nambiar (Excelsior American School), Mrs. Anurekha Barkakoti (Sanskriti - The Gurukul)

Volume 05 2011-2012 Mrs. Neeta Bali (GD Goenka World School), Mrs. Grace Noronha, (Lourdes Central School), Mr. Shashidhar / J. Krishnamurti (C/o Centre For Learning), Mr. Deepak Madhok (Sunbeam Group of Educational Institutions), Mr. Vinayak Kalletla (Abhyasa International Residential Public School),Mrs. Ismat Ahmed (Delhi Public School), Ms. Janet Morris (University of CIE), Mr. Smarajit DasGupta (Podar International School), Ms. Nupur Nutan, Mr. Anirudh Gupta, Mrs. Amrita Mittal (DCM Group of Schools), Mrs. B. Gayethri Devi (Little Flower Public School), Ms. Manjula Raman (Army Public School)

YOU HAD TO BE THERE

Volume 06 2012-2013 Ms. Mukta Misra (Maharaja Aggarsain School), Rev. Dr. Jose Aikara (Chairman Council for Indian School School CeriďŹ cate Examinations), Mrs. Anita Verma (Shanti Asiatic School), Mrs. Kalpana Mohan (Vidyashilp Academy), Mrs. Punam Kashyap (Director, GEMS Education), Mrs. Mukta Chatterjee (Centre Point Group of Schools), Mrs. Sunita Sen (Ballygunge Shiksha Sadan), Mrs. Seema Buch (Gundecha Academy), Geetha Narayan (Mallya Aditi International School), Ms. Stella Punita (Chennai Public School), Prof. B.M. Hegde (Manipal University)

Volume 08

Volume 07 2013-2014 Mr.Jagdish Gandhi (Educationist), Mrs. Nalini Chandran (Hari Sri Vidya Nidhi School), Dr. N. R. Shetty (Nitte International School), Capt. Prakash Mani Pradhan (Rockvale Academy), Rev. Fr. Gregory Devarajan (St.Mary's Anglo Indian Higher Secondary School), Mrs. Banita Mittal ( Alok Vidyashram), Ms. Shaheen Mistry (CEO, Teach for India), Dr. Shashi Tharoor (Minister of State for HRD, Govt. of India and Member of Parliament from Thiruvananthapuram), Dr. Reijo Laukkanen (Docent of International Education Policy, University of Tamper), Ms. Adilakshmi C. (Oakridge International School), Ms. Deepa Sridhar (Sri Kumaran Children's Home - CBSE), Ms. Meenakshi Ramesh (Vaels International School)

2014-2015 Ms. Sangita Chima (The Lawrence School), Dr. Savitha L. (Kautilya Vidyalaya), Ms. Anjana Saha (Mahadevi Birla World Academy), Ms. Annie Cherian (Timpany Group Schools), Fr. Sebastian Puthenpura (Loyola School), Mr. Ashutosh Tripathi, Director (Krishna Public School), Ms. Bijoya Baksi, Principal (Navrachana School, Sama), Ms. Nidhi Thapar (Pearson), Mr. Benny Joseph(Clarence High School), Prof. Swati Karad Chate(MIT Group of Institutions), Ramakrishna Reddy & Shalini Reddy Academics (Manthan International Schools), Ms. Sonya Gandhy Mehta (The Assam Valley School)

Volume 10 2016-2017 Mrs. Jaskiran Harika (DAV Public School), Mr Arvind Kumar Chalasani (Pathways World School), Mrs Noni Khullar (Akshar), Ms. Arti Chopra (Amity School), Mr Satish Jayarajan (Mallya Aditi International School), Dr. Geoffrey Fisher (Aga Khan Academy), Ms. Akanksha T Srikrishnan (Bhavan Vidyalaya), Ms. Padmini Sambasivam (Bala Vidya Mandir), Mr. Trilok Singh Bist (Jodhamal Public School), Ms. Suvina Shunglu (Sri Sri Academy), Mrs. Shalini Kadwe (Wisdom High International School)

Volume 09 2015-2016 Mr. Suribabu Nekkanti (Shri Vidya Niketan Public School), Ms. Sujata Lakhani (Billabong High International School), Ms. Mukta Nain (Birla High School), Ms. Reetu Duggal (Thakur Public School), Mr. Amitava Ghosh (Bhavan's R.K. Sarada Vidya Mandir), Dr. Amrita Vohra (Global Indian International School)S Vaitheeswaran (MD and CEO, Manipal Global Education Services), Dr. Farooq Ahmad Wasil (CEO, Goldline Education), Dr. G Immanuel (Chairman, CISCE), Ajay Kumar (KV Pattom), Ms. Maya Mohan(Chinmaya Vidyalaya), Ms. Anupama Sagdeo (Amanora School)