Life with Values
This Value Education series for classes 1 to 8 aims at augmenting capabilities, attitudes
and skills that would endure throughout the learner’s lifetime.
Besides values and life skills, adequate coverage has also been given to current topics
like emotional intelligence and judicious use of social media.
More Books In This Series
Learner-centric approach with graded and
Varied range of texts from diverse sources
for a holistic approach
Exercises and assessments structured to test
multiple levels of intelligence
Classroom activities to work towards the
building of an interactive class
Inviting parents to participate as values are
embedded in every sphere of the human
thought process and action
The series seeks to empower learners to
be active contributors in making a better
society on the principles of tolerance,
secularism, peace and fellow-feeling.
Package Coursebooks and
Price ` 230–265
Life with Values
S. CHAND SCHOOL BOOKS
(An imprint of S. Chand Publishing)
A Division of S. Chand And Company Limited
(An ISO 9001 Certified Company)
Customer care (toll free) No.: 1800-30702850
Publisher’s Warranty: This book is covered by
Company Replacement Warranty. For further details
please refer to the copyright page of the book.
Life with Values, a series on Value Education for classes 6 to 8
is designed to be an extension of the Life with Values books
for classes 1 to 5. It adheres to the Curriculum on Education
for Peace prescribed in the National Curriculum Framework
(NCF). The series aims at augmenting capabilities, attitudes
and skills that would endure throughout the learner’s lifetime
by regulating and guiding their behaviour and actions on a
Key features of the Teacher’s Manual:
Web Support &
for all classes
• Guidelines for teachers for tackling the chapters
• Post reading questions based on the text
• Answers to the questions set in the chapters
• Additional talking points for each chapter
For more information kindly contact us
2 | www.progressiveteacher.in Toll Free No. 1800-1031926 | E : email@example.com
FROM THE EDITOR’S DESK
Welcome to the new academic year!
As the examination results begin to pour in, you will discover
a few surprises and shocks amidst the expected delights.
The deviation between expected scores and actual scores
is difficult to predict because of the ‘hidden forces’ behind
students’ performances. One of the strongest such hidden forces is
“School Culture”. In this issue, we will focus on some aspects of school
cultures that may help us prepare students for an undefined, unpredictable
A school’s culture, in my opinion, is defined by the thinking and behaviour
of all stakeholders. It is defined, put into practice, and nurtured by
members of the management and administration with complete support
of the teachers and parents. Establishing the right culture takes a lot of
effort, time and patience. The positive impact of the right school culture
is powerful enough to justify everyone’s efforts and inputs.
Can you describe the culture of our school in less than 100 words? Ask
each teacher, student, and staff member in your school to answer this
question in less than 5 minutes. Get ready for a lot of surprises and
shocks as you browse through the responses. This exercise will allow
you to gauge how effectively your school culture has been established.
It may also prompt you to introspect if the culture aligns with the vision
of your school and the needs of the future. After all, cultures evolve over
time. And, the start of a new academic year seems to be a good time to
initiate this change.
The Progressive Teacher, your favorite magazine is also ready to evolve.
Succeeding Mrs. Rita Wilson, the founding-editor of the magazine, is a
daunting challenge for me because of the high standards of excellence she
has set in place. Under her guidance, the magazine has become the most
trusted source of inspirations and knowledge for teachers across India.
I hope I am able to continue her legacy forward with the same spirit and
passion. On behalf of our readers, contributors, and the production team,
I thank Mrs. Wilson for her contribution to the magazine.
Over the next few editions, you will notice several changes to the format
and content of the magazine. The size has been reduced to increase
mobility while the attractive layouts and designs will make the content
more appealing. The content will be more relevant, beneficial and
useful as it focuses on the school leadership domains identified by the
International Council for School Leadership. Taking note of the rising
amount of content that teachers are consuming online, we are piloting the
interactive e-version of the magazine. Hopefully, you will love it. Your
suggestions to improve the magazine are most valuable. Please do spare
a minute to write an email to firstname.lastname@example.org
MAR/APR, 2019 Vol. 06 Issue 01
EDITORIAL & PUBLISHERS OFFICE :
406, Sant Nagar, East of Kailash
New Delhi-110065, INDIA
Ph: (91)11 - 26232482, 26232684
E-mail : email@example.com
EDITOR-IN-CHIEF: DR. ATUL NISCHAL
PUBLISHER: Sonal Khurana
DESIGN: Sunil Dhoundiyal &
ADVERTISING & SALES
Saba Nezam: 7303156655
Rs 600 (4 issues); Overseas US$ 100
Printed, published and owned by
Sonal Khurana, 406, Sant Nagar,
East of Kailash, New Delhi-65. Printed
at M/s Vikas Publishing House Pvt. Ltd.,
20/4, Site-IV Industrial Area, Sahibabad,
We stand indemnified against any
claims arising directly or indirectly from
the publication or non-publication of an
advertisement. All rights reserved. No
part of this magazine may be reproduced
without the written permission of the
publisher. All trademarks and tradenames
mentioned in this magazine belong to their
The Progressive Teacher does not take
the responsibility for returning unsolicited
publication material. All disputes are subject
to the exclusive jurisdiction of competent
courts and forums in Delhi/New Delhi only.
Opinions expressed in the articles are of
the authors and do not necessarily reflect
those of the editor or publisher. While the
editors/publisher do their utmost to verify
information published, they do not accept
responsibility for its absolute accuracy.
Dr. Atul Nischal
10. Help Students Develop A
13. Involve Parents in Building
14. Addressing the Futuristic
Trends in Education
Ritwiz Gaur/Ashi Gaur
18. Career Tips for Teachers
Unfold the Mysteries
of the Future of
Education with a
Global Perspective of
23. The 21st Century Teacher
24. A School Website: An
Integral Aspect Of Future
26. Photo Feature:
“Lead The Change”
30. Expand your Vision to
Redefine Schools of the
Poonam Kumar Mendiratta
A NEED OF THE
34. A Peep into The Future
Ajit P. Thosar
36. We Need To We Look At
37. School News: Suncity
School Represents India
at International Gokcan
College Children’s Folk Dance
38. Spiritual Intelligence Should
Arun Kumar Das
TO THE NEEDS
OF THE PEOPLE
42. Homage To The Martyrs
46. A Culture Of Righteousness
48. Creating A Culture Of Caring
Rashmi Jain Bayati
50. True Essence Of Education
Komal Ravi Shah
51. School News: Environment
Protection - A Road Show
Dr. Jeny Rapheal
54. Some Simple Ways To Build
A Positive School Culture
57. A Teacher By Accident
58. From The School Leaders’
Blog: Leaders Transform
61. Festivals of The World:
62. Book Review: Honest
Portrayal of Hostel Life!
WORLD EDUCATION NEWS
Open Books Night
to Improve Reading Habits
Romanians are among the least avid readers in the European Union,
but an Open Books Night to promote reading now in its seventh year
has proved a big hit.
This year’s event attracted thousands of visitors, from young Harry
Potter fans to seasoned history buffs.
A 2018 survey by the country’s national culture research institute showed
that 69 percent of Romanians had not read a single book over the last
Many rural homes still do not have electricity. ‘Solar cow’ charging
stations are installed in schools and pupils are given a milk-bottleyear.
“An economy, a country can only grow if it has an educated public,
and ... anywhere I look people become smarter with good teachers and
books,” said Dan Vidrascu, general manager at Romanian publishing
house Litera, that organizes the Open Books Night.
“This is a very good step to get people to read more,” said high school
student Andreea Negutu, who was more than half way through Haruki
Improves School Attendence
South Korean solar firm Yolk has designed a cow-shaped solar power
station for schools in Sub-Saharan Africa that can be used to charge
power banks for families while their children are in class.
shaped power bank which they plug into to charge if they attend class
and take home at the end of the school day to provide households with
electricity. Each milk bottle contains electricity to provide up to 10 hours
Courtesy: Thomson Reuters Foundation
6 | www.progressiveteacher.in
Free Sanitary Products
for Primary School Pupils
Pupils will be able to get free sanitary products at all the 20,000 primary
schools in England from 2020, the government announced on Tuesday,
after warnings girls were being forced to skip classes due to being unable
to afford them.
“This is fantastic news... Period poverty should never be a barrier
to education,” said Amika George, who founded the #FreePeriod
campaign pushing for free menstrual products for schoolgirls from lowincome
Some 10 percent of girls in Britain have been unable to afford
sanitary products, according to a survey by the children’s charity Plan
International in 2017, with campaigners warning many are forced to
miss classes as a result.
Courtesy: Thomson Reuters Foundation
Water-storing Football Fields
to Improve School Attendance
Mohlapi, a math and science teacher at Boshoek Primary School in
South Africa, often had empty seats in his classroom when children
stayed home sick with diarrhea, headaches and stomach cramps. But
when a football field that stores and filters rainwater was installed at the
school in 2015, he noticed that the health and class attendance of his
pupils improved. “This was a lesson to me that water and education are
linked.” said Mohlapi.
Dutch engineers visiting South Africa during the 2010 FIFA World
Cup noticed two things: South Africans’ love for football and the
country’s water scarcity. That led to the GreenSource initiative and
since then nine fields have been installed across the country.
The fields can store and clean up to 17 million litres of rainwater
annually, or nearly 2,000 litres per hour, while children use them to
play football. Currently, each field provides water to an estimated 2,400
“I use the (football) field and the clean water as a classroom. I teach
them about science, technology and nature in way that is real to them.
Plus, the field keeps them active,” Mohlapi said. “Active bodies, active
Courtesy: Thomson Reuters Foundation
www.icsl.org.in | 7
WORLD EDUCATION NEWS
Foreign investors desperate for more access to Indonesia’s huge market
can take comfort from the re-election of Joko Widodo as president for a
second and final term.
A senior government official said a big part of Joko’s second-term reform
drive would be opening education to foreign players and making the
sector a business.
Indonesia’s education system has long been identified as substandard.
Although 20 percent of the government budget is allocated to education,
international surveys show maths, reading and science skills among
secondary students badly lag those of the country’s neighbours. Business
leaders say poor schooling and a weak tertiary education sector also deter
To Spur Rural Development
Send Student Volunteers
China aims to send millions of students to work as volunteers in rural
communities to narrow a yawning gap between rural and urban regions.
The drive reflects the desire to raise the status of rural areas, where 577
million people live or which they call home, to avert a risk of social
unrest, boost consumption and investment, and rein in growth of big
cities. Such a move would once have been unthinkable for a nation that
considers urbanization a ticket to prosperity.
The Communist Youth League aims to organize more than 10 million
volunteering trips by 2022, seeking to deepen a “rural rejuvenation”
drive. Students taking such trips, mostly during summer holidays, will
spread knowledge on topics from science to finance and environment
protection, besides joining in cultural activities and helping in educational
and medical services.
8 | www.progressiveteacher.in
Our childhood has a long-lasting
impact on our lives. It shapes
us as a person, defines our
relationships and sometimes
leaves an echoing grief lingering on for
the rest of our lives. In middle school,
my relentless struggle with mathematics
and fear of public speaking emanated
in me a deep feeling of not being good
enough. To add to my misery, growing up
as a younger sibling of a gorgeous sister
made me feel invisible or that is what I
at least prayed to become. Gradually, the
demons of being flawed, imperfect and
worthless started taking control of my
mind and the definition of my teen life
became, “not good enough”! As a young
girl I craved to be noticed, but teachers
found it convenient to ignore me.
If we look around, the struggle is pervasive.
We witness people with stupendous
careers, stunning beauty, and endless
bank balances hustling and fighting for
something that we all have but seldom
embrace, self-worth! It is not uncommon
to hear about a top performing student,
falling into depression after scoring less
in one semester or a celebrity who leads
a life full of stardom dying in loneliness.
We struggle because we try to find our
worthiness in the eyes of others and in
“ It is easier to build
than to repair
As an educationist, my heart goes out to
the beautiful young souls I see struggling
to be loved, appreciated and accepted for
who they are. As educators, we not only
have the opportunity to touch lives but also
have the power to transform them. There
are some conscious efforts that we need to
take to ensure that we raise a generation
of children who would not lose their
self-worth because of a few failures. A
generation which is resilient and is aware
of its imperfections but at the same time
have self-belief and confidence.
Here are some suggestions that we can
follow to help students develop a positive
self-concept and ultimately become
As early as preschool and kindergarten,
we teach students to be nice to others,
to share, but we rarely teach them to be
kind to themselves. With the power of selfcompassion,
we can move through difficult
times with ease, and achieve the goals
we have set without getting stumped by
obstacles. Accepting flaws, imperfections
and mistakes is an important dimension to
develop self-worth. This could be achieved
by teachers not being overly critical
about students and also by having regular
activities which focuses on developing
mindfulness, meditation and gratefulness
in students. The teachers should encourage
children to write meaningful reflections
through which they can be taught to listen
to their inner voice and fight the critic
inside. This will help in reducing anxiety
and making peace with self and others,
hence enhancing self-worth.
Avoiding social comparison
Adolescence craves for novelty and
popularity. There is a close association
between social media and depression,
anxiety, loneliness, and FOMO (fear of
missing out) amongst teens. Regardless of
what teens choose to do online, many of
our schools are also structured for social
comparison, like labeling and grouping
students based on their abilities are some
As teachers we can consciously reduce
social comparison in schools if we:
• Provide opportunities to revise and
• Avoid over-praising or over-criticizing
children for their abilities or lack of them,
• Focus on individual growth and
• Acknowledge small successes.
Nurturing individual talent
Not every child needs to excel in academics.
Schools should not only recognize individual
talents but also nurture the uniqueness in
each child. Many children lack self-worth
or confidence when they are judged with
universal parameters of academic excellence
and their own talents go unexplored leading
to developing frustration. Talk to children
about their personal values and priorities,
celebrate their talents, and tailor activities
and instruction around their abilities as much
as possible to give them opportunities to
Creating opportunities for random act
When teens reach out to others, they are
more likely to feel better about themselves.
Researchers have found that adolescents
who are kind and helpful in general have
higher self-esteem. Schools can take
initiative by giving them opportunities
and projects involving contributions to
the community. When teens regularly
contribute to a larger cause, they learn
to think beyond themselves, which may
ultimately help them to be more positive,
empowered, and purposeful.
As many teens struggle with anxiety and
perfectionism, we need to help and cheer
them on as they develop positive mental
habits and strengths that will support them
throughout their lives. We all are imperfect
but still are worthy of all the beautiful
things in life.
www.icsl.org.in | 11
in Building School Cultures
Education is a powerful weapon
to change the world, and in
our class rooms lies the future.
When young children enter
schools, they are like wet clay that seeks
to be moulded and carved into beautiful
sculptures. Schools, teachers and parents
together are those sculptors who shape the
young minds and are responsible for their
future. The new age of technology that
our kids are entering into, is experiencing
incessant use of computers, calculators,
smart phones, drones, robots. Advanced
software technologies are replacing
humans with machines. ‘Artificial
intelligence’ is the new buzzword and all
kinds of information is available at the
click of a button.
The need of the hour is therefore, to
halt, ponder, and find ways of giving
our society a progressive, positive and
creative demographic dividend. Schools’
vision needs to be clear. Schools need to
strive to build a culture, an environment
of positivism. The priorities need to be
set right. It is the beliefs and vision that
the school instils in their children and
teachers will become the backbone of the
school. Learning is always better when
there is a feeling of belonging, well-being
and secure surroundings. Only when
teachers and children take pride in being
a part of the institution, will they work as
a team and strive towards its success.
The unharnessed young minds are always
ready to learn and question and their teachers
are their role models. Teachers must realise
that children learn more by observing them
rather than by mere lectures. Good teachers
must teach by example, by walking their
talk they become personalities who others
want to follow.
It is important to inculcate in children a
love for learning which will lead to new
inventions and creative ideas; this is the
need of the hour. Creativity and critical
thinking must be encouraged. This will
require change in teaching strategies.
Kids should be taught the techniques to
access information. New gadgets should
be provided. Digital tools like Google
Classroom, which is a digital platform
for schools designed to simplify the
assigning, grading and distribution of
school assignments and papers, should
be used. It will save time and provide
easy means of communication between
teachers and students.
We cannot ignore the third most important
arm that plays a vital role in bringing up
children, their parents. The culture and
positive environment that we intend to
build in our schools has to be developed
in cooperation with the parents. It is
important for parents to keep a happy,
calm and welcoming house. Assurance
and involvement of parents towards
their children is essential. Interaction of
teachers with parents at regular intervals,
and organizing parent orientation meetings
and parent counselling is imperative. The
feeling of belonging, care and security will
boost children’s self-esteem. This, in turn,
will give rise to strong personalities. The
reverberating positivity exhibited by these
bundles of energy when they first step into
a school, must be provided a welcoming
arena. The day we succeed in building such
a culture, education will surely become
a weapon and the world will definitely
change for the better.
“ Interaction of
parents at regular
www.icsl.org.in | 13
Ritwiz Gaur & Ashi Gaur
There is an old Hebrew proverb,
“Do not confine your children
to your own learning for they
were born in another time”.
Students today need new methods,
innovative technologies and a renewed
vision of ‘well-equipped’ schooling. It
is time to move standards to a new level
and to foster an unprecedented school
environment for students to grow into
successful adults. John Dewey aptly
remarked, “If we teach today’s students
as we taught yesterday’s, we rob them
In today’s fast changing times, students
need to learn to think critically and
creatively, embrace diversity and
ambiguity, and create as well as
consume information. They need to be
resourceful and self-reliant, while also
be skilled at collaboration and group
processes. They need to understand the
many “languages” of modernity, such as
mathematics, science, and technology
and also be fluent in varied forms of
communication, such as persuasion,
presentation, and self-expression.
For a futuristic schooling, “Democratic
Education” may prove to be an idealistic
reality in which democracy will both
be a goal and a method of instruction.
It brings democratic values to education
and includes self-determination within a
community of equals, as well as values
like justice, respect and trust.
We also need to look at the age-old
connection between strong minds
and strong bodies which has always
made good sense. The culture in
futuristic school has to rely upon
“whole environments for the whole
child” concept. If we want our children
to have sound and agile minds, we need
to help them achieve sound and agile
bodies. To evolve the “whole child”,
schools must devote themselves to
more than the mind-body connection
alone. They must attend to the
emotional and social learning needs of
children, as well as to more traditional
objectives of academic achievement
and physical education.
Recent research reveals that schools
are currently “hindered” by inflexible
graduation, time and attendance
requirements. New measures of school
schedule and time-table must be
devised to meet the new challenges of
futuristic schooling that emphasizes
real-world learning and allows students
to pursue alternative approaches outside
the classroom to acquire knowledge
and skills. Futuristic learning cannot
fully flower when embedded in a rigid
19th century calendar. More flexible
units of time than the typical 35-40
minutes class period are required for
project-based work or interdisciplinary
themes. Schools are bound to adopt
to block scheduling to create bigger,
more adjustable time slots for student
learning, and for teaching planning and
Educational institutions also need to focus
on integrating sustainable development
into the everyday lives of school children
and teach them about handling uncertainty
and risks which are associated with climate.
Schools have to make the approach and
attitude for sustainable development an
intrinsic part of pedagogy, classroom
transaction, curriculum and school policies
and its execution.
New digital technologies have
revolutionized “learning experience”
in today’s education world. Educators
and transaction facilitators need to
integrate technology seamlessly into
the curriculum instead of viewing it
as an “add-on, an after-thought, or an
event”. Research shows that student
learning gains are greatest when
technology is fully integrated with
“content, sound principles of learning,
and high-quality teaching” – all of
which must be aligned with assessment
and accountability. In fact, conceptually,
technology is knocking at the doorstep
of current pedagogy and in no time,
technological invasion - in the form
of e-books, epistemic games, probes
& sensors, better simulations and
models, storytelling and multimedia,
design programs and tools for creative
expression - will form the intrinsic
and integrated form of classroom
transaction. Life and career skills are
honed by students’ experiences with
communication, presentation, and
productivity technologies. Further,
the “new rationale & inquisitive breed
of learners” will learn very valuable
research skills which they can transplant
at high levels of education, at universities
and beyond. Technology can be used to
enhance critical thinking and critical
literacy skills, evaluating the legitimacy
and accuracy of online content is the
central part of futuristic education.
Furthermore, a knowledge centre, or
media library should be the nerve centre
of the school which must play multiple
roles: carrying out its traditional role
of bringing information resources to
learners; and providing the tools and
infrastructure that enable learners
to analyse, synthesize, and evaluate
resources in ways that demonstrate
learning and create new knowledge.
These centres must also connect
students to the wider world beyond the
school by providing the audio and video
communications technologies that build
bridges between people and places all
over the globe. Hence, “learners of
today” need access to the digital tools
and media-rich resources that will help
them explore, understand, and express
themselves in the world they will inherit
Research shows that an educational
community imbued with a positive
culture is more likely to foster innovation
and excellence. Leading educators such
as Deborah Meier and Ronald Ferguson
have shown that a “climate of mutual
respect” and “trust” among children and
adults is essential to an effective and
Today we are at an incredible but
transitional moment of opportunities; but
our ethical learning transactions and its
assessment are subjected to antiquated,
arbitrary, and confusing standards.
In fact every school and educational
institute must devise and develop its own
ethical curriculum for students based on
the specific needs and suiting specific
moral deviation. The school curriculum
and system has to be so devised which
incorporates character building as an
integral part of the curriculum.
and a sense of
www.icsl.org.in | 15
Since the teachers play a major role in
education of children, their own education
becomes a matter of vital concern.
Teacher education must, therefore, create
necessary awareness among teachers
about their new roles and responsibilities.
Education of teachers needs to strengthen
and stress upon the main attributes of
a profession inculcating the intrinsic
and extrinsic values of professional
competency, professional commitment
and professional ethics
Teachers of futuristic schools have to
shoulder more responsibility in the
digitally distracted world. In order
to keep up with technology and the
ever-increasing global infrastructure,
educating teachers and students on cyber
ethics becomes critical.
According to Norton, “acceptable
behaviour on the internet is very
much the same as acceptable
behaviour in everyday life.” But the
new vocabulary of “cyber ethics”
is catching many older teachers off
guard, requiring a crash course in
internet communication. In order for
students to receive that education,
each teacher needs to go through
adequate training in order to provide a
solid foundation to each student.
School learning environment must
essentially be “inviting, respectful,
supportive, inclusive and flexible
for student success”. The adult-child
relationship has to be more religiously
re-visited so that every school provides
an environment in which each child
has positive, nurturing relationships
with caring adults. The school must
promote a healthy, active lifestyle
where students are encouraged to make
Learning environment in futuristic
schools, as an aligned and synergistic
system of systems, must encompass
creating learning practices, human
support and physical environments
that will support the teaching and
learning of futuristic skill outcomes.
Further, it should support professional
learning communities that establish
a culture of shared leadership,
collegial relationships, and support for
constructive change and diversity and
enable educators to collaborate, share
best practices, and integrate 21st century
skills into classroom practice. Such an
environment fosters learning tailored to
the needs and wants of the individual.
Presently, more often schools have been
silos of isolation – classrooms isolated
from other classrooms, teachers isolated
from other teachers, schools isolated
from the outside world. Research
shows, when people are connected
through technology or collaborative
arrangements, their effect are multiplied,
for communities “can accomplish goals
that would be impossible through more
isolated efforts”. Experts say futuristic
learning must take place in contexts
that “promote interaction and a sense
of community that enable formal and
informal learning. John Dewey long
ago conceived of schools as “miniature
communities” that mirrored the social
relations and activities of the larger
society in which they were set.
Schools cannot close the achievement
gap without partnering with families.
The most effective “parent involvement”
is distinctively marked by the factors
viz. all parents have strengths and know
they are important; all parents can
contribute to their children’s education
and the school; all parents can learn
how to help their children in school; all
parents have useful ideas and insights
about their children.
To summarize the learning environment,
quote of ‘A New Day for Learning’ is quite
apt, “What counts is not the time spent in
the school building, but the learning that
the student masters.” Futuristic learning
environments promote this integration of
formal and informal learning, for “when it
comes to learning, there is no final bell”.
www.icsl.org.in | 17
www.icsl.org.in | 19
EVGENY BARANOVSKY, Chairman, EIED
Unfold the Mysteries of the Future of Education with a
Global Perspective of
Pedagogical Best Practices
organizing Global International
Pedagogical Forum (IPF-
2019) in association with NL
Stichting Education Support
(Netherlands) from 4th – 8th
November 2019. The forum
to be held simultaneously in
Helsinki, Singapore, Warsaw,
Washington D.C. and Berlin,
will see a participation of
more than 2000 teachers from
different countries. Millions of
teachers across the globe are
expected to sign-up for online
live access of the proceedings
of the forum. EIED has tied up
with International Council for
School Leadership (ICSL) to
encourage teachers from India
to participate actively in the
IPF-2019. The Progressive
Teacher interviewed Evgeny
Baranovsky, Chairman, EIED
to know more about the
organization and the forum.
What are the different activities that
EIED undertakes for professional
development of teachers?
EIED and NL Stichting Education
Support (SES) based in Netherlands
organizes school teachers’ international
experience exchange. We actively
communicate with teachers’
associations from various countries,
national governments, and diplomats
to identify and contact teachers in their
country who create and implement
the most progressive educational
methodologies and who are able
to share this experience with their
colleagues from different countries.
How did the idea of Global
International Pedagogical Forum
For more than ten years I have been
organizing international pedagogical
forums in various countries. Regardless
of the forum’s location, the issues which
teachers face in their daily practice
are more or less the same. A teacher
wants to teach a class effectively.
A teacher wants to educate a kid.
Therefore, teachers communicate
with each other with pleasure, sharing
their experiences, education systems,
and innovative practices that they can
implement. Nowadays, technology
has made it possible to collect and
distribute the best teaching practices
among teachers around the whole
world to give them an opportunity to
easily use these in their classrooms.
What was the rationale behind
choosing the locations for IPF 2019?
We would like to examine and
present the experiences of not only
those countries where education is
considered as the best in the World
like Singapore and Finland, but also
countries that are facing various issues
with schools and to examine how
teachers in those countries solve them.
As we know, Germany is witnessing
a strong demand for methodologies
to educate pupils of migrants; the
USA has a burning issue of bullying at
schools and in Poland school teachers’
strike is at an unprecedented scale.
IPF 2019 is definitely poised to
become the World’s largest education
conference in terms of participation
of teachers. Do you feel that the scale
of IPF 2019 is over ambitious?
No, I do not feel the scale of the event
is over ambitious. However, the aim
of this event is very ambitious. The
real ambition is not in the number of
venues but in the desire to help each
teacher in every country by providing
the best educational content. The
content generated during IPF 2019 will
be a huge encyclopedia of educational
methodologies and techniques from all
over the world. This pool of knowledge
will allow teachers to increase the
effectiveness of classes and improve the
quality of school education.
How many countries are expected to
participate in IPF 2019?
Almost half of the existing countries
have already sent or have agreed to
send their list of participants. But, we
are aiming to find the best teachers
in every country. We believe that a
dedicated teacher is the one who raises
and educates future presidents and
super businessmen not in a greenhouse
of the government but without any
government support. We are hoping
to find such teachers in all countries
despite the political regime and
economic situation of the country.
How can teachers from India
We are expecting about 90,000 teachers
from India to benefit from IPF 2019.
To participate, teachers will have to fill
a registration form on the ICSL website
www.icsl.org.in Once their application
is processed, they will be able to join
the live stream of all sessions of the
forum at any of the venues or access the
Will teachers be able to access the IPF
2019 content after the forum is over?
Yes, teachers can access all the content
and recordings of the forum till
September 2020. This gives them the
freedom to review the best practices
and innovative methodologies at their
own pace and use the same in their
How will teachers benefit from
participating in the IPF 2019?
I strongly believe that teachers will
get exposure to a wide spectrum
of commonly faced universal
challenges in education such as
inclusive education, working with
underprivileged children, combating
violence and aggression in schools,
identifying and working with gifted
children, modern motivation systems,
and advanced methods of teaching and
The main aim of the Global
International Pedagogical Forum is to
raise the status of teaching profession.
Teacher is the person most responsible
for the future of the world. Teacher
is the one who motivates young
people to solve global problems and
inculcates innovative ideas. Teachers
affect younger generations for years by
forming the vision of the future and
attitude towards current events.
Participating teachers will learn about
the different ways of resolving global
issues and developing values and skills,
required in the contemporary society.
IPF 2019 will also address the gaps
in the common understanding of
goals of education in contemporary
ever-changing global environment.
Educational programs of schools and
universities in several countries do
not meet requirements of the modern
world. This results in discrepancy
between knowledge of high school
graduates and university expectations,
and between skillsets of bachelors
and employers’ requirements. A
discrepancy between students’ grades
and their real skills leads to not only
negatively impact the labor market
but also effects the image of higher
education, decreases the status of
teacher’s profession and education in
general. IPF-2019, in turn, promotes
a totally opposite trend in education
development and indeed increases the
status of school teacher.
www.icsl.org.in | 21
MYLESTONE is a mission to transform the quality of teaching in Indian schools and
make the entire schooling process enriching, beneficial and future-oriented.
Mylestone has significant impact on Teaching and Learning:
Research conducted by IIM Calcutta
Burden of studies reduced by
Class preparedness up by
Classroom time management
Parent satisfaction with child’s
learning up by
-100 10 20 30 40 50 60 70 80 90 100
To know more, call us at 1800 102 8547
SAFARI DIGITAL EDUCATION INITIATIVES PVT. LTD.
(S. Chand Group Company)
D-92, Sector – 2, Noida – 201301 UP (India)
T +91 120 4682 700 | E firstname.lastname@example.org | W www.mylestone.in
The 21st Century Teacher
Teachers play a crucial role in shaping
lives that impact society, nations and
the world . As societies get besieged by
changes and ever-new complexities,
teachers need to be equipped with
the knowledge, skills and attitudes for
constantly redefining themselves.
Besides having updated content
knowledge of the subjects that they teach,
teachers need the knowledge to take
students beyond their books, providing a
To address the diverse multicultural
needs of the classroom, teachers must
possess knowledge of different cultures.
This will help them to understand the
dynamics of the classroom and student`s
individual learning needs.
Many teachers have theoretical
knowledge of the content areas but find
it difficult to relate and connect the
theories to real life. Teachers need to
discover learning processes that lead to
practical engagements and experiences.
Another pivotal area relates to the changing
techniques of teaching, specifically
teaching with the aid of technology.
Today, the students are in an environment
driven by technological advancements.
Asking students to type assignments on
computers; listening to audio books; using
phonics apps; are some regular classroom
practices to enhance learning.
Skilled teachers make significant
contributions in the development of
children and inculcate in them skills
and knowledge to face the challenges of
the world. Teachers should be able to
synthesize and evaluate the standards
and conditions of their classrooms. A
teacher`s metacognition will help her
to analyze not only her own thought
process but also respect and consider the
different thought processes of students.
In order to understand the intricacies of
`how of learning`, teachers must have
skills for interpreting learning.
Communication is the essence of
learning and only teachers who have a
good command over the language can
get across to the students in an effective
manner. Teachers must be able to express
their ideas clearly and logically. Proactive
communication skills will enable
teachers to handle conflicting situations
in the classrooms and build healthy
relationships with their students. Clearly
communicating the expectations of a
task; conducting comprehension checks
for student understanding, responding
with paraphrasing and mirroring the
student responses are some simple ways
that can be a part of regular classroom
Teachers cannot function in isolation.
In order to achieve the learning
objectives for students, teachers need to
collaborate and engage with each other.
Collaborating with other teachers is not
only conducive to their personal growth
but that of their students too. When
teachers exchange ideas and engage in
healthy conversations related to studentlearning,
pedagogies and classroom
practices, they develop an open-minded,
non-judgmental and non-threatening
culture that benefits students` learning.
Being caring, positive, open-minded and
having a desire for self-improvement
are essential qualities which a teacher
should possess. Teachers are role models
for children and they must lead by
example. Students will practice kindness
and develop a caring attitude when they
observe these attitudes in their teachers.
A teacher with a positive attitude will
make the environment positive in the
Being open–minded will help a teacher
to accept different viewpoints and
perspectives that the generation of today
has to offer. A teacher should be openminded
about changing her teaching
methods on the suggestion by students.
Last but not the least, an attitude of selfimprovement
and reflection will enable
today`s teachers to face the numerous
challenges they face in schools.
“ Being open-minded
will help a teacher
to accept different
the generation of
today has to offer.
www.icsl.org.in | 23
A SCHOOL WEBSITE:
AN INTEGRAL ASPECT OF
FUTURE SCHOOL CULTURES
The role of a school website has
never been more important
in this era where the web
technologies and digital
communications have been evolving at
a rapid pace. It’s the communications
hub for your school, so it’s critical
that you have a modern website that’s
compelling, effective and easy to use.
It is not easy to keep pace with
advancements in website technology
even for the most tech-savvy and
experienced school IT teams and school
owners/administrators. The decision
makers at a school have to wade
through many issues that should go into
its decision of what is a good website.
These are the questions to be answered as you chart out what you want your next
website to do for your school:
1. Does your school website just sit there and not ‘work’ for you?
2. Does it accurately reflect your school’s image?
3. Is it difficult to navigate?
4. Do parents complain that they are not able to find information they’re looking for?
5. Is it hard for your IT Team and teachers to manage and upload content?
6. Is it reliable? Does your web site load slowly?
7. Does it meet the demands of mobile users?
8. Does your website have teacher and class pages? Can and do teachers actually use
A school website is strategic
Your school website is the nerve center of your school’s communication. It should be
a strategic hub for all your connections to students, parents, staff and the community.
It might not be common for school
owner and leadership to think in terms of
strategy when it comes to their website.
Teaching and learning strategies, yes,
but a website strategy for our school!
Yes, it is extremely important.
Parental involvement, student-staff
engagement, community support,
academic achievement – these are all
areas where a strategically designed
website can have a spectacular impact.
Some of the important advantages of an
effective school website are:
• Improve internal and external
• Improve service to all school
stakeholders – parents, students,
staff and community
• Increase teacher, departmental
and school efficiency
• Enrich educational outcomes
• Enhance school image
• Use as a strategic tool in crisis
management or emergency noti
• As a communications pillar in
parent involvement program
• As an integral part of your alum
ni relations and college admis
The list goes on as to how your website
can be the most powerful strategic tool
for your communications. Ultimately, a
strategically planned website can have a
profound impact on student achievement.
Make it easy
Your website should be inviting and
simple enough to use. This is important
so that everyone keeps visiting the site
to create, find and share the information
they need. On each website visit, parents
should feel fulfilled rather than frustrated,
and teachers and IT team should not be
intimidated in managing the content.
You want teachers who look forward to
updating their teacher pages; IT team that
appreciates trouble-free administration;
and website visitors who are delighted.
Parent involvement drives student
achievement and successful schools.
Don’t frustrate parents with a hard-to-use
A great design
A beautiful school website is much more
than one that looks great. It must be
truly accessible to strengthen connection
between the school and all its audiences.
Some design imperatives for your new
school website are:
• Content clarity
• Appropriate and fresh content
• Pleasing graphic design elements
Responsive design is a vital element of
modern website design. A responsive
design means that the website can be
accessed on a computer, a mobile or a
tablet. It resizes and reformats pages
as per the type of device to provide a
seamless user experience. A responsive
design website can be shared and viewed
through email links or social media sites.
Reliability and security
You can have the best-looking, easiestnavigating,
content-packed and welldesigned
school website, but if your
vendor’s server goes down consistently,
you’ve got problems. If your data gets
lost or compromised, your school can be
exposed on many fronts. A dependable
data storage, backup and recovery
program is critical. Privacy and security
issues continue to of paramount concern
to all of us. When you’re dealing with
personal information about your students,
staff and parents, it’s critical to protect
all your users from theft and breaches in
Other functionalities and features
There are many features that would
help any school stimulate dialogue
and engage your school community –
discussion boards, parent portals, mobile
apps, ability to conduct online polls etc.
These are functions that could present
challenges for the school not equipped
to manage the processes involved.
If you don’t have the resources to
oversee the content, then maybe you
shouldn’t have some of these tools.
Biggest is not always best. Find the
functionality that’s going to move your
school forward, and get it implemented.
“ Your school
website is the
nerve center of
It should be a
for all your
staff and the
www.icsl.org.in | 25
UNVEILING OF “LEAD THE CHANGE”
The unveiling of “LEAD the Change” was
held on 11th January 2019 at Hotel
Taj Mansingh, New Delhi. 120 school
leaders from Delhi, Gurugram, Noida,
Faridabad, Ghaziabad, Dehradun, Pune,
Firozpur, Indore, Imphal, and Kollam
attended the event.
The event was kicked off with a panel discussion on “School Leadership” moderated by G. Balasubramanian, Former-
Secretary, CBSE and Chairperson, Board of Advisors, ICSL. The distinguished members of the panel included Lata
Vaidyanathan, Pramod Sharma, Sangeeta D. Krishan, and Rajesh Hassija.
The audience thoroughly enjoyed and actively interacted with the members of the panel.
Questions posed to the audience got diverse and extremely relevant responses.
www.icsl.org.in | 27
Dr. Atul Nischal,
Founder-Director of ICSL,
shared the mission and
vision of the organization,
highlighting some of the
activities planned for the
coming academic year.
Mr. Himanshu Gupta,
S. Chand Group was the
Guest of Honour. He shared
his passion and desire to
make sure that every school
in India delivers the best
education to each student.
the Chief Guest. His mesmerizing speech
was full of pearls of wisdom. He stressed on
improving the quality of school leadership
and connecting education to the fundamentals
of human existence. He encouraged all
school leaders to create an environment
where students could identify and pursue their
The anthology, “LEAD the Change” was unveiled by Prof. Dinesh Singh, in the presence of the guests of honor and
the members of the board of advisors of ICSL. Participating school leaders recognized the event as a landmark in the
evolution of school leadership in India and pledged their support to ICSL and its initiatives.
A fantabulous networking
lunch was served to
conclude the event.
www.icsl.org.in | 29
Expand your Vision
to Redefine Schools of the Future
Poonam Kumar Mendiratta
Be it present or future, a human child would remain
human, their ability to learn as vast as it is, would remain
unfathomable and boundless forever. To quench their
thirst of knowledge, satisfy their inborn curiosity, dispel
their doubts, douse their inquisitiveness with fulfilling remedies,
one has to develop a conducive environment and be equipped
with all sorts of modern, futuristic and cutting edge technology
not only at home but also in the educational institutes.
A futuristic school is the one where education would not just be
about class lessons or imparting of knowledge by the teacher but
would be about experiences, innovations, sight and incidental
learning and of course serendipity. It would be a place where
children find their own answers, form their own opinions, have
their own kind of explanations for all day to day phenomenon.
A successful school of the future would cater to the facilitators
in learning as well, by providing them more than adequate time
for professional development and grade-level team meetings.
Teachers would get sufficient time to prepare lesson materials
and educators would also have the opportunity to collaborate
and develop new ideas with other facilitators and staff members.
Students will complete their classwork knowing it will be
shared with classmates and other interested teachers. Ways to
make this publishing and sharing possible will include blogs,
wikis, and apps. Through these channels, students will reflect on
their work and the work of others, share perspectives, provide
feedback and assist classmates in the write-edit-rewrite process.
Since technology is not going anywhere and does more good
than harm, adapting is the best course of action. Technology
would, of course, be playing a significant role in what “the
school of the future” can look like. Positive and prosperous
schools are already encouraging student growth and students’
development of critical thinking, logic, and reasoning skills
through the creative use of technology. Schools of the future
will not only have access to technology but teachers will also
give students projects and tasks that encourage students to
think creatively and would sharpen the problem solving skill.
Students will use technology to create their own media and
perhaps, even online portfolios.
One has to keep in mind that standardized testing is not always
an accurate measurement of students’ learning. We must
acknowledge that there are, in fact, many ways to learn, and
many ways to assess students’ learning. The sooner we realize
that as a person can be multitalented or multifaceted, he can be
differently abled or differently talented also and judging them
y pre-set criteria or notions will not be the most appropriate
evaluation. New methods of assessment and analysis based on
case specific scale would be a part of an upcoming institution of
knowledge in the future.
It would be under few of these favourable conditions that
realistic and colossal learning can happen with long lasting
impacts in the entire history of education of mankind.
The concepts and ideas presented in this article are just a few
building blocks regarding what we believe can make a solid
foundation for our future generations. As it is important that
the cosmic magnetic field be in perfect sync for the cosmos to
be hassle-free, one has to get their magnet right for one’s life to
be flowing zero-defect. There are three components for one to
get their magnet right:
1. Our dominant thoughts and feelings have to be right.
2. Our processes have to be in congruence to our desires.
3. Our energy levels have to be high.
We should definitely focus on expanding our vision for
education in the future. By redefining our “schools of the
future,” we redefine our education system, our value system and
our future as a nation.
It is rightly said by
‘Education is our
passport to the
belongs to the
prepare for it
today.’ The best
way to predict
future is to create it.
www.icsl.org.in | 31
A Need of the Hour
...nothing is of more importance for the public weal,
than to form and train our youth in wisdom and virtue.
For it is within the character of the citizen that
lies the welfare of the nation.
Our world is passing through
trying and troubling times.
It is becoming imperative
for schools to take the
responsibility for equipping children
with the skills to make wise and ethical
Everyone around the globe is talking
about the importance of character
education in the school curriculum.
The increase in crime, suicide rates and
mental instability in children between the
age group of 12 to 17 years is a cause of
concern. Statistics show that one in every
four Indian children in the age group of
13 to 15 years suffers from depression.
Every hour, across the country, one
student commits suicide. WHO has said
that India has the highest suicide rates
among ten South-East Asian countries.
These alarming statistics should be
a wakeup call for educators who have
been entrusted with the responsibility
of shaping our young children into
responsible, empathetic, morally upright
and purposeful adults. Schools need to
partner with parents to make teenagers
mentally strong and responsible members
of the society.
In our school, a consistent and
conscious effort is made to help
adolescents build capacities, serve the
community, manage their emotions, and
develop a personality that transforms both
the self and the society . From a young age,
children participate in activities like All
Religion Prayers, Mock World Parliament
Sessions, Prayer for Peace for the Whole
World, Junior Youth Empowerment
Programme, Model United Nations, etc.
These activities prompt children to give
reason for their actions and follow it up
with reflections of choices to be made.
Choices, which are from within and not
superficial or forced upon them.
The youth today is brought up in a
culture of competition. Throughout
the school years and later in the public
sphere competition has become an
institutional norm. By exposing them to
this ‘cut-throat’ culture of competition
we are only increasing social disparities
because competition promotes short-term
material interests. Such an atmosphere
undermines the efforts that could be made
to solve the more complex problems that
we are facing today with the youth who
is disengaged, depressed and mentally
Dear educators, time has come to cull
out the gems lying hidden within each
child to be cut and polished by you. A
pat on the back, an encouraging word
of praise, an amiable rich environment
and a hearing ear can do wonders for this
group of disoriented youth. Assign them
specific tasks with a purpose. Teach them
to treat each other with respect by setting
an example while interacting with them
and among yourselves. Involve them
in self-realization activities on anger
management, bullying in school, respect
for school property and other similar
situations that they encounter every day
at school. Let them deliberate on posts on
social media sites or advertisements; and
ask themselves whether they are helpful
or hurtful posts. Encourage them to
discuss incidents when they felt grateful
for the help that they received from a
peer and how they can pass it on to others
whenever such an opportunity arises in
future. Involve them to turn text into
talk, as it is a reality that teenagers are
spending too much of their time on their
cell phones. This activity challenges them
to turn short texts into long real-world
The kind of transformation that needs
to take place in the school education
system seems an uphill task but as
Benjamin Franklin said “…nothing is of
more importance for the public weal, than
to form and train our youth in wisdom
and virtue. For it is within the character
of the citizen that lies the welfare of the
www.icsl.org.in | 33
A Peep into
Ajit P. Thosar
The tablet will
forms of content
will be assigned
SMS, or any such
mode and the
submission of the
same will also be
The immense technological
development has brought about a
change in the scenario around us.
The kitchen, the classrooms and
the boards are all turning ‘SMART’ these
days. So, how would the schools of future
look like in the coming times as the new
technologies get introduced in the schools?
The infrastructure of the school, that is, the
school building itself will not be required
as such. The learners will use their PC’s,
Laptops or other devices to log in to the
school website, engage in day to day
interaction with teachers or friends from their
homes. The attendance would be marked
at fixed hours using an online system. The
teachers will interact with the learners
using video conferencing and other online
mediums. The play for the learners will be
majorly using technology which can also
be termed as ‘E-Play.’ The administration
will go paperless, smooth and effective too,
including online payment of fees by the
parents. The web resources will replace the
textbooks for online practice of the content
taught by the teachers.
The teaching – learning methods too will
become digital. There will be extensive
use of ‘SMART’ boards and other such
devices in the classroom. The learners
will use tablets instead of the textbooks.
The tablet will contain different form of
content mapped for respective classes and
subjects including e-books and e-games.
The homework will be assigned to learners
through e-mail, SMS, or any such mode
and the submission of the same will also
be done digitally. Therefore, there would
be a paradigm shift from the conventional
manner of the teaching-learning process to
the virtual platforms.
Besides the positive, there will be some
negative aspects of the digitalization of
the education system. Though there will
be a reduction in the travelling time for
the learners, the E-Library and E-Ground
will reduce the physical activities of the
learners. The increased usage of computer
and internet will lead to new ailments
for the learners viz learning impairment,
nervous breakdown, visual impairment,
audio impairment etc. The learners will
only have ‘Virtual Friends’ and would
lack in value education activities such as
school assemblies etc, that aid in teaching
life skills and character formation. These
aspects would have to be dwelled in-depth
to make learning through technology more
fruitful in the future.
www.icsl.org.in | 35
WE NEED TO
CHANGE THE WAY
WE LOOK AT THINGS
Embedding social-emotional learning
into the classrooms will make curriculum
more significant. For this, counselling
should be provided to children from preprimary
to senior classes.
Don’t limit a
child to your
for he was
born in another
As humans, we can never
detach ourselves from
posterity. Our actions, dreams
and our plans are all futurecentric.
It’s imperative to understand
that education can’t be kept away from
the realm of new acceptances. There is a
need of futuristic schools that redefine the
process of education. A changed pedagogy
and technology is required alongside a
prosperous and constructive school climate.
We must have a goal that directs our
thoughts, liberates our energy and
inspires our hopes. Strong leadership,
monitoring of students’ progress,
a coherent curriculum and teacher
collaboration are the factors affecting the
effectiveness of educators.
“For relational trust to develop and be
sustained,” say Byrk and Schneider,
“both staff and students must be able
to make sense of their work together in
terms of what they understand as the
primary purpose of the school: Why are
we really here?”
We are at the precipice of a digital
revolution that will change every aspect
of our lives, with a global computer fabric
changing the way we interact, work and
live. The way students in India consume
educational content is transforming due
to technological invasion. Learning
should be made fun. Students should
learn about real-world issues and topics,
rather than individual subjects. By
learning the subjects through discovering
real-world contexts students get the tools
they need to function in the real world.
The use of virtual reality (VR) in
education is a revolutionary step. VR
gives immediacy and control created by
immersion: the feeling of “being there”.
VR simulated objects can be heard,
smelled, touched, hefted, and explored
in many sensory ways, increasing the
students’ cognitive abilities. Vygotsky’s
theory states that the social context is
important to the acquisition of domestic,
vocational, and communication skills
that can increase a child’s ability to do.
A child can be gauged by his ability to
engage with abstract concepts.
The human element, however, cannot
be undermined. Facilitating questions
is a teaching strategy to encourage
learners to think continuously to make
a given problem-solving process easier.
Established tools such as SQ4R (survey,
question, read, record, recite, and reflect),
make learning interactive.
It’s said, “Learning is not the product
of teaching, learning is the result of the
product of the activity of learners.”
A successful school needs to provide
adequate time for professional
development, teacher planning and
grade-level team meetings. Teachers
should be provided time and resources
for professional development. Educators
must have the opportunity to collaborate
and develop new ideas with other staff
In future, the style of communication
among students will change radically to
include emojis and acronyms. Writing
instructions that foster communication
skills and develop critical thinking
will need to be reinforced. In futuristic
schools, digital devices and tools can
get kids thinking critically from the
very beginning. Its said, “change the
way you look at things and the things
you look at change”. In order to create
a futuristic school our job is obvious, we
need to get out of the way, shine a light
and empower a new generation to teach
itself and to go further and faster than any
generation ever has.
www.icsl.org.in | 37
Arun Kumar Das
asked my students, “How can
humanoid robots with artificial
intelligence fulfil the aspirations of
students in education?” During the
discussion one of the most outspoken
students said, “Sir, if humanoid robots
with artificial intelligence will be used
for teaching in our school, then you will
lose your job.” For a moment, I shivered
inside and thought of my two school and
college-going children. But another child
relieved my stress by saying, “Sir, how
can a humanoid robot understand our
emotions and console us, the way you do,
when we feel homesick or sad?” When the
discussion was over, most students felt that
humanoid robots will never replace human
teachers. I feel they may be right, at least
for some time.
Let me admit, I am not as tech savvy as
my students. But, technology is going to
be the way of life in the future. There is
no doubt at all. Technology will induce a
great revolution in the field of education
and in defining the culture of schools.
Technology will drive the learning culture
of the schools in future.
• Children will no longer use printed books,
notebooks or writing materials. They will
be using computers for reading and
• Students will build their own library on
• All classrooms will be connected to the
• All the systems will be operated with
• Learning will be personalised,
individualistic and multidisciplinary.
• Humanoid robots will help students
• Solar power will fuel the technology.
• Teachers will assign online projects to
encourage students’ creativity.
The main aim of mankind is to remain
happy and make others happy. Some
people confuse spiritual education
with progressive education. Spiritual
education is a part of the happiness
curriculum as spiritual intelligence
is important for children to be happy.
Future school cultures will need to
focus on “Happiness Curriculum”.
In the past two decades, psychologists
have done research on how spiritual
intelligence influences a person’s way
of thinking, problem solving ability,
reasoning, attitude towards life and
ability to handle tough situations of life.
It has been observed that those who are
spiritually intelligent, can handle their
internal conflicts, personal conflicts, past
traumatic experiences and other issues far
better than those who are not spiritually
intelligent. Future schools will need
to focus more on developing spiritual
intelligence in students.
“ Spiritual intelligence
person’s way of
towards life and
ability to handle
www.icsl.org.in | 39
“ Schools should
for teachers and students.
The school is
no longer about learning
3Rs but a place to
support a student’s
holistic growth - of
body, mind and heart.
The changes we are experiencing in the society and the
education system due to the fast paced advancements in
technology compels us to rethink an entirely new image
for the schools and its culture in the future.
Progressive schools would like to have a positive culture
which is associated with:
1. Recognition and appreciation of teachers and students.
2. Openness, trust and respect among all stakeholders.
3. Collegial, collaborative and productive staff with high
4. Mistakes being seen as learning opportunities.
5. Learning opportunities and support accessible to all
Considering these factors, the basic dimensions of school
cultures of the future would be:
Personalized learning: In the current scenario, the large
class size makes one-to-one learning impossible. In future, an
app based virtual teacher would support and explain the subject
depending on the learning capability of the individual students.
Technology for assessment: The future schools will have
technology solutions to create accurate tests that can measure a
student’s capacities, abilities and inclinations in a better manner.
The schools will use varied parameters from personality tests,
marksheets, school essays etc. for grading students. It will also
To the Needs of the
Each corner of the classroom has
a potential to extend the learning.
Some students may be working on a
laptop at the back of the room, while
another group may be working using
an interactive display in the front of
help the teachers to counsel students and aid parents to make
Nurturing entrepreneurship: Young India is moving away
from risk averse mindset of getting a government job to a more
entrepreneurial and dynamic mindset. In future, schools will
encourage and guide students who are ready to walk this path
by helping them identify their strengths, interests and values.
It is an undeniable fact that technology will take over a
major part of the school’s functioning in the future. Then, what
would be the role of the teachers? What kind of practices will
the school community undertake to have a good school culture
Schools should embrace Social Emotional Learning for
teachers and students. The school is no longer about learning
3Rs but a place to support a student’s holistic growth – of body,
mind and heart. The future school has to make students and staff
mindful of emotions, challenges, stresses, and traumas along with
the academic learning. This can be achieved through cultural and
literary activities in the school, field trips and excursions and
socially useful productive work.
The future schools will recognise the strengths of its staff
and students. It will celebrate people’s contributions, efforts and
victories. This will promote interconnectedness among students
and teachers and will also nurture a culture of appreciation and
Any of the above cannot be achieved without the
involvement of teachers. The teachers, therefore, should not
only be academically sound, they have to learn to unlearn
some old ways so that they can keep pace with the younger
generation. They have to be energetic and highly motivated
positive people. They have to work together as a team to build
up the sense of belongingness. In order to let teachers work
creatively, they should be given more freedom in their lesson
planning, flexibility and ability to teach without a handbook.
Only then they can bring real life experiences to classrooms.
By redefining “schools of the future”, our education system
would be redefined, thereby redefining our value system and
the future of the nation.
www.icsl.org.in | 41
Since time immemorial, the
human world has been striving
to tread on the path of peace
and tranquillity, yet this dream
remains unachieved because the means
by which we have ever attempted to
achieve peace and equity are themselves
immersed in blood.
Kashmir has remained an area of discord
between India and Pakistan since
Independence and has been a reason
for continuous strife and bloodshed.
Hundreds of innocent lives, both civilian
and military, have been lost on both sides
and yet abiding solution still remains a
dream. Although India has been a peaceloving
country since time immemorial, it
has unluckily been caught up in a vicious
circle of terror attacks and has to retaliate
to safeguard its borders. The recent
Pulwama attack proved to be another
“They may torture my body, break my
bones; even kill me. Then they will have
my dead body, but not my obedience”,
said Mahatma Gandhi.
This amply summarises nation’s relentless
grief and firm resolve to fight back the
perpetrators of the suicide bomb attack
at Pulwama on February 14. A day
which is consecrated all over the world
as the Valentine’s Day, meant to be a
celebration of love, became notorious
for its gory slaughter of over 40 innocent
jawans of CRPF while dozens other who
succumbed to grave injuries.
February 14, 2019 shall always be
remembered as a black day for the brutal
attack by the terrorists who stealthily
massacred over two scores of the brave
sons of Mother India. The entire nation
was shocked and expressed its grief at the
loss of the valiant martyrs.
At Little Angels High School, patriotic
fervour was high and tributes were paid to
our brave soldiers at all the four branches
of the school during the morning
assembly where teachers and children
paid tribute to the life of each jawan, and
extended their support to their families.
Candles were lit in their memories,
patriotic songs were sung, prayers were
said and silence was observed to honour
the martyred soldiers.
The school head boy and head girl recalled
the deadliest ever terror strike against
Indian security forces in three decades of
Kashmir militancy. Ananya Gupta of class
VII voiced the charred feelings of LAHS
fraternity at the gory killing of 40+ CRPF
personnel and read out an emotional
poem about a bereaved son who exhibited
his firm commitment to uphold the family
tradition of martyrdom, unflinchingly.
Mrs Sampa Das, our teacher offered
prayers for the brave hearts to Almighty
God for bestowing a heavenly abode to
each of the departed souls and keep their
souls resplendent in the Eternal World.
In the end, a ‘Hall of Fame’ was
inaugurated for the martyrs with
inscriptions of the name of each jawan
and the battalions which they belonged to.
All the names of our valiant soldiers were
silkscreened on the centre stage of school
assembly ground and floral tributes were
paid by the teachers and students. A
number of prayer meetings and special
tribute sessions were organised at all the
branches of the school.
On Monday, 18th of February, entire
LAHS fraternity observed ‘WHITE
MONDAY’. All the teachers and staff
members wore white dresses to signify
their grief over the callous attack on
Indian soldiers and to highlight that
despite all these sufferings India continues
to be a peace-loving nation.
Further reflecting their solidarity with
our brave soldiers, the management, staff
and students also wrote a letter to the
Deputy Commandant of Central Reserve
Police Force (CRPF), Gwalior, expressing
their grief at the ruthless killing of the
CRPF soldiers in Pulwama and pledging
their spirit of standing with the martyrs’
families in this hour of utter loss.
The entire school was deeply aggrieved
at the martyrdom of our brave CRPFG
jawans and saluted their zeal and sacrifice
for the motherland. We all take respite
in these propitious words of Baha’u’llah:
“These fruitless strifes, these ruinous
wars shall pass away, and the ‘Most Great
Peace’ shall come….”
“ They may torture
my body, break my
bones; even kill me.
Then they will have
my dead body, but
not my obedience
www.icsl.org.in | 43
Children are our wealth and
the one sure way of serving
our country is to ensure
that our children grow up
as selfless, caring, and loving human
beings. It is our bounden duty to do
everything to make children grow into
beautiful beings. For this education is
needed for all.
Education means character building
and maintaining behaviour. Degree
is not the criterion of education and
measure of learning. However, habits
and behaviour are the measuring rods
“Education is adjustment”. Education
trains the individual to adjust with the
environment. Such adjustment should
be favourable to the life and growth of
“Education is modification of
behaviour”. Here, “modification”
means reformation and reconstruction
of thoughts and actions. They should
operate in co-ordination to lead
individual growth and fulfil the society
with each profitable and progressive
step. The individual should think,
act wisely and sincerely so that it
is “acceptable to” and “good for”
We should discard that system of
education which does not reflect
humility. If an educated individual is
not humble, his or her knowledge is
not balanced and progressive to lead
towards peace and happiness. The
person eventually becomes harmful to
his environment, society and nation in
the long run.
Obedience is an important characteristic
of the learner which give rise to true
education. Education that does not
imbibe obedience, leads to stupidity.
The greatest tragedy is that students
are losing their higher ideals of life and
living in a state of rooflessness. The
irony is that we are blindly following the
western culture and forgetting the value
of our own culture. Culture, in literary
sense, is something that is cultivated.
Forgetting human values, can cause
damages beyond repair. In absence
of the eternal values of “being and
becoming”, results are dreadful
confusions, disasters, destructions,
To become mere expert in reading and writing
is not to be called education; without habits, behaviour
and common sense, there is no education at all.
Sri Sri Thakur Anukulchandra
exploitations, aggressions, selfishness
and hatred. So, the ening of moral
consciousness and attachment towards
a living ideal should be the first
and foremost call of the nation. It is
better to remain uneducated than to
be miseducated. Education becomes
successful when it makes the learner well
furnished with energetic, exciting and
enthusiastic personality through practical
and skilful operation, even if he/she
accumulates less knowledge.
So, the nature of culture should be:
• To reform education to lead children
• Love and adherence towards living
ideals, parents, teachers, and seniors,
• Good behaviour patterns like folk
lore, folk ways such as clothing,
manner of greeting, manner of
behaving and dealing,
• Limit use of western languages to
reading, writing and speaking,
• Well-adjusted, concentric life of parents’
to make their children feel protected,
• Prayers at home as well as at school to
• To greet elders, join hands and bow the
head, individuals should realise the self
and the universal self (God)
The Indian culture incorporates
secularism, socialism, idealism, tolerance,
fellow-feeling, brotherhood of man, unity
in diversity, etc. They are to be reflected or
inculcated in our educational system.
To inculcate good habits and behaviour
in students, teachers need to play a
pivotal role. Like, magnet reconfigures
steel atoms, the teacher should mould
the habits and behaviours of their
students. The behaviour and character
of the teacher creates love in the heart
of students. The relationship between
the teacher and the student should not be
commercial, it must be sweet, melodious,
natural and active.
“Discipline and administration in
education are also decided by the cultural
pattern adopted by the society”.
www.icsl.org.in | 45
A CULTURE OF
Righteousness and Resilience
CBSE has recently issued a
circular wherein schools are
expected to provide learning
This requires the education to be oriented
towards effective learning and holistic
development of the child. It becomes
imperative for the schools to create a
culture where teaching activities are
directed towards the transformation
of individuals into human beings who
could face the challenges of life with
their righteousness and resilience while
remaining happy and contented. The
schools have to be the embodiments of
value and must strive to spread the culture
of those values through words, actions
Culture of Self-respect
Self-respect needs to be flourished in
the school. Self-respect builds selfesteem.
Children with high self-respect
associate with virtues like respect for
others’ existence and opinions and even
respect for the physical infrastructure.
Self-respect can be enhanced through
the activities conducted in the school. A
child must be made to realize that he is
important for himself and his family and
he plays a significant role in creating a
happy family and society.
Culture of Care
“We care for you”, “You need to take care
of yourself and your family”, must be
imbibed not only through value education
classes but also through the connectivity
of the teacher with his/her students. This
value is to be imbibed first by the teachers
through their caring behaviour towards
the child. A child must be listened to. The
time child feels that someone is there to
listen, he or she will feel secure in the
school. This feeling of security builds a
healthy and strong relationship between
the child and the school. The same bond
shall also be created between the child, the
parents and school. Schools must organise
seminars for the parents to build their faith
in the school and to make them feel free to
share their problems with teachers.
Culture of Recognition
Little efforts of children must be
recognised. A little appreciation gives a
feeling of accomplishment and motivates
the child to tread the path of challenges
with stronger mind and soul. Conduct the
prize distribution ceremony to felicitate
kids in the presence of their parents.
The “Principal’s Club” in our school
recognizes children who do a good deed
and felicitates them with a certificate
of commendation. They are also given
the opportunity to be the members of
the organising committees of various
activities in the school.
Culture of Happiness
A school has to be a place where the child
feels happy. The feel of being welcomed
in the school enhances the child’s
connectivity with the institution. Happy
minds create healthy body. This happiness
lets the child embrace the difficulties with
ease and comfort and also increases his
Culture of Reading
Reading helps to develop visionaries.
Reading opportunities should be provided
in a peaceful environment. Reading in
the lap of nature adds another feather to
The schools have to be the embodiment
of value and must strive to
spread the culture of those values
through words, actions and behavior.
performance of their mothers, recognised
their talents, and realized that each
individual needs a platform be it their
own mothers or someone else’s.
This year we are also launching “Be
A Book Fairy” programme, wherein
the mothers will be given the target of
reading books to their children. All the
mothers of Nursery and LKG kids will
read 300 and 200 books respectively
before their kids step out of kindergarten.
On reading every 50 books the children
will be rewarded and on achieving the
total target mothers will be rewarded.
the cap of any child. Connectivity with
nature develops tranquil minds devoid
of any negativity. In our school, apart
from weekly library classes, we organize
an annual library week called “Curiosity
Quench”. The books are brought to the
school park and children read the books
in the tranquility of mother Earth.
Reading among mothers or family
members must also be promoted. Reading
stories to the children by mothers promotes
the connectivity between the mother and
child and goes a long way in establishing
a strong emotional connectivity not only
between the mother and child but also the
school. This year, as an effort to enhance
the importance and respect of mother in
family and to create a healthy relationship
between the child and the school, mothers
were invited to school. They showcased
their talent and skills in the form of
recitation, singing, dancing, fancy dress
and painting. Children appreciated the
Culture of Resilience
In the modern age of ego clashes, peer
pressure and parental pressure, there
are times, when the child falls prey to
activities which sometimes have drastic
results. No punishment can help to
improve a child’s behaviour except selfrealisation.
This self-realisation should
be turned into strength to come out of the
shackles of negativity. Self-realisation
will support the mental health of the
child. The child will develop the power
of discretion between right and wrong as
well as strengthen the abilities to evade
from any embarrassing situation.
Every child is unique. Progressive schools
should strive to create generations who
instead of treading on the paths created
by others, discover their own paths, and
walk with happy minds positive hearts
and tranquil tongues.
www.icsl.org.in | 47
CREATING A CULTURE
RASHMI JAIN BAYATI
A positive teacher student relationship can do wonders.
It only gives a chance for holistic development of a child
but also a sense of responsibility and belonging.
‘They don’t care how much you know until they know how much you care’. It is not clear who coined
this phrase, but it is very relevant in today’s education system. Teaching can be effective and fruitful
when students find connection with the teacher.
In the era of technology, where knowledge is available at a finger touch, students can learn at any time,
anywhere and at their own pace, but still no technology can deny the part or role of a teacher. Positive
teacher student relation helps in maximizing the learning potential and promotes a sense of school
belonging. Teachers assist students with motivation and goal setting, and students can turn to them for
advice and guidance.
At the present times, guru shishya traditions are lost when guru used to sit on high aasans and
students or his disciples used to sit down. Democratic environment is applied in all schools. In such
a scenario, students just don’t need a teacher full of knowledge, they need a patient listener who can
listen to their queries and understand their emotions and dilemmas.
With changes in teaching trends in India, and constructivism theory emerging as a new trend
in transmitting knowledge, role of positive, caring, motivational, innovative, compassionate
teacher cannot be erased. If teacher student relationship is positive, the theory of constructivism
does wonders as children with the help of teacher can explore their knowledge and creativity
to the optimum level. Teachers should respect the individuality of a child and should believe
that each child has something special that can be built upon.
To build a positive relationship with students, the teachers should imbibe some qualities
and let go of ones idea of supremacy. Instead of imposing things, should seek cooperation.
They should teach with enthusiasm and passion. Have a keen listening ear and be patient.
Teachers need to be open-minded and receptive and accept children as they are. All
teachers should believe that each child has a potential and will learn at her or his own
pace. Teachers should believe in affirmations and not criticism. They should respect
individual difference and try to teach students to be responsible of their actions.
The teachers should have a conducive, healthy learning environment where the
students are free to ask, question and share their thoughts and feelings. Teachers
should be kind, gentle and be empathetic towards students.
A positive teacher student relationship can do wonders. It not only gives a
chance for holistic development of a child but also a sense of responsibility
www.icsl.org.in | 49
Komal Ravi Shah
Isn’t it important... that we switch our focus from just core
academics towards the value system which... plays vital
role in the making of an individual?
Education is the process of not
producing doctors, engineers,
architects, lawyers etc. but in the
true essence education revolves
around the nurturing and moulding of
every individual into a ‘Human’ being.
Dating back to the period when kings
ruled our nation, one could see the
foundation of knowledge laid by the
Gurus. It was the time when the gurukul
system of education prevailed. A system
that was rigid and wholly designed by the
gurus who imparted gyan, i.e. knowledge
to the sishya’s (students). The Guru –
Sishya relationship was unique to the
Indian culture and it was by this system
that the deep rooted values and traditions
were conserved, preserved and passed on
to the next generation. There was no fixed
curriculum of education but still it was
well-designed by the gurus with emphasis
laid on imbibing the value system that
distinguished the human race from other
species. Along with the human values,
acquisition of skills needed for life and
knowledge from the Vedas was the crux
of the gurukul system. This system of
education was one of the toughest as
the students had to take up challenging
and difficult tasks given by their gurus.
However tough it was, the final product
was the emergence of a complete ‘human’
being , ‘human’ in the true sense.
As centuries passed by, changes emerged
in this system and the influence of
the west became so prominent that
we detached ourselves from our own
system. The emergence of British rule in
India witnessed the influence of western
education. The British were impressed by
the gurukul system of teaching; they knew
the strength of the pupil who emerged out
of it. To weaken this powerful system,
the British introduced the western system
of learning with the hope that it would
paralyze the Indian system giving birth
to a new race of Indians – Indians who
would think like them. I feel that it was
here where exactly we lost our identity.
Ever since after Independence, changes
have been made in areas of education but
these changes were laid on the foundation
of western educational system that we
inherited from the British. Even today
most of the changes we see implemented
in the educational system are inherited
from countries across the globe with
the motive of upgrading ourselves
towards a better educational system.
But at this juncture we need to think if
we are actually marching towards better
Being in this profession for past one
decade, I have experienced and witnessed
these changes and have closely observed
the result of our present educational
system. The system has successfully
produced individuals well-equipped and
skilled in various fields but lacking in
basic human virtues.
Virtues like honesty, compassion, empathy,
respect, obedience, responsibility, helping
attitude, goodness towards all distinguishes
us as humans. But presently these virtues are
declining and individuals are turning into
machines who have no emotional connect
with their immediate surroundings. The
virtues have lost their meaning to human
beings today. Is it the fault of the individual
or that of the education system which
needs to focus on this area? We find welldesigned
academic curriculums, question
paper blue prints, evaluation criteria, etc.
for every subject but fail to create a welldesigned
curriculum for value education.
Isn’t it important or in fact mandatory
that we switch our focus from just core
academics towards the value system which
actually plays a vital role in the making of
Stronger value systems can give rise
to emotionally balanced and mentally
strong individuals, which in fact will
result in strong well-knitted societies
contributing towards stronger and
a united nation thereby leading to a
happy and a peaceful world.
Value systems if emphasized in
education will result in people who
are professionals in various fields but
the difference will lie in that these
professionals will have a human touch.
In this race of life where everyone is
looking for materialistic benefits, I
feel we need to bring a paradigm shift
in the way we look at things. If a part
of our older system of education be
incorporated in our present system with
emphasis laid on values and humanity a
tremendous change can be made in this
world and it can be transformed into
a beautiful and wonderful land where
there would exist love, compassion,
unity and peace.
www.icsl.org.in | 51
Dr. Jeny Rapheal
Children are endowed with
an innate capacity to absorb
the culture into which they
are born. An efficient school
system meticulously weaves its culture
in such a way that students can absorb
it with minimum friction. Students may
face a dilemma when they perceive a
grave mismatch between the culture they
are born into and the school’s culture.
School cultures must seek for adequate
compatibility between the subcultures
at home and the community. A school’s
relevance begins to fade when its culture
has nothing to do with the expectations of
Hazards of performance-oriented
Fundamentally, school culture is shaped
by the vision of the school and the kind
of education it wants to impart. If a
school focuses on academic performance,
specifically the grade or marks the student
scores in the examination, its culture will
have a “demanding” tone. Such schools
will have some pre-determined standards
or criteria and will expect the students to
fit into it if they want to be appreciated and
approved by the teachers. In the process,
students’ natural innate propensities are
overlooked. This is suffocating for the
students as they are always surrounded by
an air of competition and not of excitement
or experimentation. Students’ self-esteem
will suffer tremendously whenever they
fall short of their friends and lose their
place in the first row. Many who pass
out from such institutions carry a flawed/
immature personality and may develop
some psychological issues.
Fear-driven school culture
Why do most schools become performance
oriented? Performance oriented culture
grips a school when it is in a survival
mode. For a school to be in the good
books of parents, it must produce enough
pass percentage year after year. Parents
always prefer schools which show the
maximum number of A-graders or cent
percentage result. If a school can’t rise
up to the parental expectations, it is in
an existential threat, especially when
educational institutions are spawning like
mushrooms in every nook and corner of
This struggle permeates into all activities
of the school and the noble act of
teaching too is not spared from its grip.
Once teacher’s perception is marred by
anxiety over producing maximum pass
percentage, she begins to function like
a robot programmed to train students’
brain to regurgitate clear-cut, readymade
answers right from the memory bites in
their heads, for the questions which are
likely to be tested in the examination.
Enjoyment and excitement in learning
and teaching becomes a myth to these
students and teachers. Lack of creativity
in teaching stifles even the last traces
of creative impulse left in the students
and many of them crave to escape
from classrooms by hook or crook.
This triggers an ever-widening gulf,
intellectually as well as emotionally
in the teacher-learner relationship.
The texture of relationship becomes
so volatile and fragile that teaching
community keeps wondering year after
year, at the range of student disinterest
and disengagement in academics.
Job Market ---the best evaluator of
present school culture
Luckily this “demanding” nature of “fit
for all” culture of educational systems
is in the dock now. And there is a silver
lining of hope. The world has awakened
to the futility of scores or the level of the
performance recorded in the certificates
of students passing out from various
educational systems. Examination
oriented systems which follow not so
effective evaluation process has little
to offer in terms of skills and human
resources the world is badly in need
of. The job market of the globalized,
technology-driven world doesn’t permit
entry for graduates or postgraduates just
by verifying their credentials recorded
in the certificate. They are looking for
the genuine ability of each candidate
to “apply” whatever he or she has
learned in school and college. They
need individuals with a creative bend
of mind and intellect, who can see what
others can’t see, who can enhance and
apply their proficiency or skill in their
specialized area to manifold working
situations, who have better leadership
qualities and can provide novel solutions
to issues, old or new.
These days everybody, even a street
peddler has a Google browser which
is just a touch away when it comes to
accessing information of any kind. The
employers do not want a person whose
brain is stuffed with knowledge and
information. What they need is a human
intellect that can go beyond artificial
intelligence. An individual who can
surpass mechanistic, pre-determined
ways of dealing with things will conquer
the field. Individuals with expanded
consciousness will rule the roost.
The arrival of artificial intelligence is
a promising sign. It has the potential to
catapult the fundamental criteria used to
assess school cultures. It will rewrite the
definition of good school culture. Under
the new definition, the schools that value
grade-oriented performance over and
above all other factors will be thrown
out. Parents will search for schools
which foster overall development of
their wards. In other words, they will
scan for the institutions which provide
equal importance to intellectual,
emotional, behavioral, artistic, social,
creative and even spiritual dimensions
of development. The schools which
are determined on grading the students
based on academics at the cost of overall
development will be forced to rewrite
Thus, in future, schools will rediscover
their lost glory. Long before the British
Raj could monopolize our classrooms,
Indian schools education system had
been, more inclusive and life oriented.
If described it from the view point of
Montessori….our education system
“Not something which teacher does,
but a natural process which develops
spontaneously in the human being. It is
not acquired by listening to words but in
virtue of experiences in which the child
acts on his environment. The teacher’s
task is not to talk, but to prepare and
arrange a series of motives for cultural
activity in a special environment
for the child” (The Absorbent Mind,
It is not
in virtue of
in which the
child acts on
task is not to
talk, but to
arrange a series
of motives for
in a special
- Maria Montessori“
www.icsl.org.in | 53
SOME SIMPLE WAYS
TO BUILD A
POSITIVE SCHOOL CULTURE
Rex Miller stated it best when he
said, “Culture is the invisible
attitudes, values, habits, and
behaviors that run the place
when you’re not there”.
School culture, understood as a strong
internal narrative endorsed and expressed
by intentional norms, is the glue that holds
everything together. Much of the mechanics
of creating a school culture involves
clear and continuous laying out of the
expectations and aims of the community.
To start with, the behavioral expectations
need to be in place for a clean, safe and
respectful learning environment,. And,
then we need to address the aspirational
expectations. Here are some suggestions
to improve the school culture in a
Building strong relationships
Your relationships with students influence
everything — from the social climate
to the individual performances of your
students. When students feel liked and
respected by their teachers, they find
more success in school, academically
and behaviorally. Conversely, when
interpersonal relationships are weak,
and trust is lacking, fear and failure
will likely start to define school culture.
Teachers need to talk to their students
in and out of the classroom. The goal
should be to maintain a high rate of
positive interactions with students and to
show genuine interest in their lives, their
activities, their goals and their struggles.
Teaching essential social skills
To share, to listen, to disagree respectfully,
to have empathy, and responsibility are
some essential social and emotional
skills we expect our students to possess.
According to Erin Green, Director of
National Services Operations at Boys
Town, “Behavior should be treated like
academics, and students should be taught
the skills they need to execute desired
behaviors.” Teachers should identify
the social skills desired in students and
develop a process to teach these skills.
Being role models
Students learn by observing just as
they learn by doing. Think about the
messages your behavior communicates
Clarifying classroom and school rules
Communicate your expectations to
your students. Positive rules help create
a predictable, stable environment that is
more conducive to healthy interactions.
Classroom rules should be simple and
declarative (e.g., “Be respectful and
kind”). They don’t need to address
every possible problem. You don’t need
a rule about gum chewing or water
bottle use, for instance—your policies
on these issues should be clear from
your overarching expectations for good
behavior. Most importantly, rules need
to be consistent across the school.
Teaching all students problem solving
Problems are a part of life, inside or
outside of school. Students are much
more likely to recognize and resolve
the problems appropriately when
educators teach them how to do so.
One effective method which a school
can use is called the SODAS method.
SODAS is an acronym for the following
S – Define the SITUATION.
O – Examine OPTIONS available
to deal with the problem.
D – Determine the
DISADVANTAGES of each
A – Determine the ADVANTAGES
of each option.
S – Decide on a SOLUTION and
Setting appropriate consequences
Establishing classroom and school-wide
rules and procedures is an important
step in any effort to bring more structure
to your school. If students push the
limits, they will need to learn to face the
consequences. Effective consequences
show young people the connection
between what they do and what happens
as a result of their choices or actions.
Consequences need to be appropriate,
immediate and consistent. Equally
important, they need to be delivered
with empathy, not in anger.
Praising students for good choices
Children don’t care about what you
know until they know that you care.
Many students, especially those who
are struggling with academics and other
skills, don’t receive enough positive
feedback in the classroom or in their
personal lives. The kids should be taught
with a proactive, praise-heavy approach
which will make them perform better.
Complimenting for a specific behavior
like, “Thanks for showing respect to
our visiting guest.” reinforces that
Loving what you do!
Institutions that have a major goal of
instilling a love for learning prepare
students better for the future. Teacher
modeling, as well as motivating the
students through using the “4 C’s”
creative thinking and critical thinking)
are effective methods to involve
students and instill a love for learning.
One should remember that successful
schools are “student-centered” and set
high expectations for their students as
well as their staffs.
Culture is the essence of all that is seen
and unseen regarding an educational
institution. It takes a great deal of time
and energy to create and maintain a
positive culture but it is essential for
all successful schools. As educators
come under greater pressure to achieve
better and more equitable student
outcomes, they will need to leverage
every tool available to them, including
organizational culture. Of course, no
one suggests that changing culture
is simple, easy, or quick. As Michael
Fullan puts it, “Reculturing is a contact
sport that involves hard, labor-intensive
work.” But it is a sport that must be
played more aggressively if our schools
are to achieve the kinds of results we
now expect of them.
“ Culture is the
essence of all
that is seen
takes a great
deal of time
culture but it
is essential for
www.icsl.org.in | 55
For Classes 1-5
8 Books in a Class
Author(s) : Renu Anand, Anjali Chaudhry, Puneeta Nehru, SK Gupta,
Anubhuti Gangal, Kiran Askok Kumar, Virender Kapoor, Deepa Bhandari
Classes: 1 - 5 Board: All Boards Price: ` 245–305
The Monthly Term Book is a set of 40 integrated books for classes 1 to 5, comprising
eight books for each class.
Conforming to the recommendations of the National Curriculum Framework for School Education,
these books have been designed to enable holistic development of the learner.
The aim of creating these books is to enable “Learning without burden”, by reducing the load of the school bag.
The student needs to carry only a single book at a time, thereby, having a lighter school bag through the year.
• Well-graded and level-specific
• Child-friendly layout, illustrations, and exercises
• Sufficient pages allocated to cover the core skills
across each subject area
• Adequate practice exercises across subjects
• Books for classes I and II broadly follow a
workbook format, bringing down the need for a
separate homework notebook.
Subjects covered across these books are as follows
For classes 1 and 2
For classes 3 to 5
1. English, 2. Mathematics, 3. Environmental Studies, 4. Computer Science,
5. Value Education 6. General Knowledge
1. English, 2. Mathematics, 3. Science, 4. Social Studies, 5. Computer Science,
6. Value Education, 7. General Knowledge
For more information kindly contact us
Toll Free No. 1800-1031926 | E : email@example.com
I had an innate
ability to deal with
people, a quality
needed to be an
I had a strong
concern and empathy
other people, a
quality needed to
be a doctor.
Growing up in the beautiful
Kashmir Valley, I never wanted
to be a teacher. There was a
time when I wanted to be an air
hostess and another when I wanted to be a
doctor as I couldn’t bear to see anyone in
pain. When I finished college, becoming a
teacher was the last thing on my mind. I
wanted to be an entrepreneur or a business
But I guess destiny had a different plan for
me. My neighbour was the principal at the
American School in the Middle East where
my husband was working at that time. We
would meet and talk in the evenings and
one day, he remarked that he felt I would
be good with children. And that got me
I had an innate ability to deal with people,
a quality needed to be an entrepreneur. I
had a strong concern and empathy towards
other people, a quality needed to be a
doctor. Not to forget the ability to smile
that I had practised for hours in front of
the mirror to fulfil my dream of becoming
an air hostess. I realised that these are the
very qualities which one needs to become
No one in my family had ever been a teacher
and I went into uncharted waters with no
one to help me. But I realised teaching was
in my blood and it became my calling. I just
loved being a teacher because the classroom
was my own space where my students
discovered their love of learning new things.
I encouraged their love for puzzles and
patterns as it helped them to solve problems
in maths and science. My students identified
themselves with the characters in the stories
and related them with their own experiences.
They expressed their feelings and learned to
understand and empathise with the feelings
of others. The students learnt to listen to
their inner voice by shutting the noises from
the outer world and developed confidence in
their own abilities.
I loved the fact they celebrated their
differences and shared their similarities.
Teaching made me aware of the fact that
each child is smart in their own way. I was
a part of their learning, joy and sadness.
Over the years, my students have kept in
touch with me and have invited me for their
graduations and weddings! Looking back I
realise, that there were times when I did not
to see immediate results of my teaching. But
I persisted and was a part of their learning
process. I firmly believe that we as teachers
should continue to invest in our students
and help them grow and learn while they are
with us. The dividends may not be ours but
the payoff will be for the society. And this is
why I continue to teach even now!!
www.icsl.org.in | 57
From The School Leaders’ Blog
Here is a story which I read
from one of the articles of
Prof. Debashish Chatterjee,
IIM, Lucknow. It is quite
A poor farmer in China was in great
distress. He was a peace-loving person who
had to share a single room with four noisy
roommates. Besides, there were a couple
of stray dogs and a few noisy chickens and
ducks in the neighbourhood that made it
difficult for him to sit quietly or meditate.
Depressed, he travelled a long distance to
his Zen master to find a way out.
Listening to his tale of woe, the compassionate
Master said: “If you listen to me carefully, I
can try to see what we can do.” The farmer
was all ears.
The Master said: “Go back to your village
and invite inside your room the stray dogs,
the chickens as well as the ducks. Let them
all stay with you for a week besides your four
friends. Then come back to me.”
Although he was shocked and surprised by
his Master’s strange prescription, the farmer
reluctantly agreed to do as he was asked.
The farmer came back after a week. He was
in a pitiable state; his hair was dishevelled,
his clothes were torn to shreds, his eyes were
red from lack of sleep and his body smelt of
He looked tearfully at his Master and said:
“The experience was worse than hell. Those
animals and birds and their week-long
company. Let my fate not befall anyone!”
The Master said: “Everything will be all
ight. Just go back to your village and leave
the animals outside your door, where they
were before. Then, come back to me after
another seven days.
“The farmer again did what he was told.
But this time when he came back there was
a bright radiance in his face. His eyes shone
and he told the Master: “I have never known
so much peace before. Just my four friends
and I. No animals in the room. We all slept
well. And my meditation was deep.”
“ While change could be at the physical level,
transformation occurs at the inner level. It
is a paradigm shift in the inner conscious
level. Once an individual transforms, all
that bothers him from the external level do
not continue to torture him.
www.icsl.org.in | 59
Many years later, the farmer himself became
a Master. When people asked him how he
had found peace, he said: “The journey
was indeed memorable. It was like taking
great pains in breaking into your own
house by climbing a ladder and smashing
a windowpane, and realizing later that the
door of the house was open. All you needed
to do was to pull in the door towards you
rather than push it.”
Can you identify what is the moral of the
Leaders Do Not Conform, But They
Lao-Tzu, a noted Zen Master says:
Conquering others requires force;
conquering oneself requires strength.
Transformation of mind and behaviour
calls for strength. Transformation is not a
meager change. While change could be at
the physical level, transformation occurs at
the inner level. It is a paradigm shift in the
inner conscious level. Once an individual
transforms, all that bothers him from the
external level do not continue to torture him.
A stone sculpture of Lao-Tzu
Rabindranath Tagore says:
Flower that is single need not envy the thorns
that are numerous.
Flowering is transformation. It spreads
fragrance. Leaders should transform. They
should spread the fragrance of the beauty of
the self to the entire community.
What about academic leaders?
Submit Your Blog Articles
We invite you to submit blog articles
of less than 500 words related to any
aspect of school education that you
are passionate about.
A selected article will be published
in the magazine for all our readers.
Mail your article to
Rabindranath Tagore’s bust at St Stephen Green Park, Dublin, Ireland
Festivals of The World
Ramadan: 20 Facts You Ought To Know
During 2010 Middle East negotiations in the United States, Hosni Mubarak and Benjamin Netanyahu check their watches to see the time of Iftar.
1. Ramadan is the ninth month of the Islamic calendar.
2. It commemorates the first revelation of the Qur’an to
3. The month lasts 29–30 days based on the visual sightings
of the crescent moon.
4. The Arabic root of the word ‘Ramadan’ means ‘scorching
heat’ or ‘dryness’.
5. Suhoor is the pre-fast meal, before dawn.
6. Iftar, is the post-fast breaking feasts after sunset.
7. Laylat-ul-Qadr, (the night of power) is considered the
holiest night of the year.
8. Ashra of Ramadan: Ramadan has been divided into
3 parts. 1-10 days reflects Mercy of Allah (Rehmah).
11-20 days reflects Forgiveness of Allah (Magfirah).
21-29 0r 30 days reflects Safety from Hell (Nijat).
9. Iftar begins with eating ‘dates’ as according to tradition,
Muhammad (S.A.W.) broke fast with three dates.
10. After breaking the fast with dates, Muslims generally
adjourn for the Maghrib prayer, the fourth of the five daily
prayers, after which the main meal is served.
11. It is believed that all good deeds during Ramadan are more
handsomely rewarded than in any other month of the year.
12. In some Muslim countries today, Lanterns have become
symbolic decorations welcoming the month of Ramadan.
13. Many Javanese Indonesians bathe in holy springs to prepare
for fasting, a ritual known as Padusan.
14. Common greetings during Ramadan are “Ramadan
Mubarak” or “Ramadan Kareem”.
15. In Kuwait, a monetary fine and/or a jail term are imposed
for those seen eating, drinking or smoking during
16. In Saudi Arabia, people not fasting during the day get
harsher punishments, including flogging, imprisonment
and, for foreigners, deportation.
17. In Malaysia, Muslims who break the fast during daytime are
simply arrested by the religious police. People who sell food,
drinks, or tobacco to Muslims for immediate consumption
can be fined and imprisoned for up to six months.
18. In 2014, Muslims in Iceland, and Norway, fasted almost
19. Muslims continue to work during Ramadan because
Muhammad said that it is important to keep a balance
between worship and work.
20. Eid- ul-Fitr marks the end of Ramadan.
www.icsl.org.in | 61
by Sanjay Pahwa
would like to begin this
review in a somewhat
unusual manner, by stating
what I expected from the
book, and what I got. Before I
began reading the book, I was
expecting a somewhat dry and
didactic tome, which would be
filled with abstract ideas and
advice about schools and how to
run them, for after all the author
is a chairman of a well-known
Instead, to my surprise and
relief, I found myself going
through an honest appraisal of
the author’s own school days in a
boarding school. Having lived in
a boarding myself, I could relate
with every incident and aspect
of school life. The icing on the
cake was the delightful sense of
humour which ran through the
entire narration. As I read about
the incident of the brothers’
missing socks, the author’s
attempts at painting and music,
the incident of Ram’s dhoti, I
found myself chuckling heartily,
remembering my own days in a
boy’s hostel. The incidents have
been brought to life with deft
The riveting storytelling and the
humour, however, were only the
tip of the proverbial iceberg. I
soon realized that behind the
effortless and easy narrative
style lay a wisdom that was both
earthy and worldly wise at the
same time, which was honed out
of the author’s own experiences
in life. By weaving in the
accounts from other famous
schools, the author succeeds in
capturing a broader stage.
It is a book that everybody, be
they parents, students, teachers,
principals, or the public at
large should read not merely
for entertainment, but also
edification and instruction on
what makes a rounded school
education. From the importance
of hostel life to the responsibility
of parents in bringing up
the children, from the fine
distinction between harmless
schoolboy pranks which is so
essential to bonding and growth,
and rank indiscipline it covers
and deals sensitively with almost
every aspect of being children.
The book has interesting titbits
in the author’s inimitable style,
which is simultaneously easy
going, humorous and deeply
empathetic. The empathy is deep
seated and its roots lie in the fact
that he is speaking from a lived
experience, as a hostler in a
boy’s school and as a chairman
who has been overseeing the
running of a school for the past
In the end, I was left amused, but
also educated by ‘Let’s pray before
our meal’. Richly illustrated, it
is a story of transference and
of the traditions and values
that the author imbibed during
his school days, and their
transformation to fit the school
and world of today.
www.icsl.org.in | 63