ReTHINK INDIA INSTITUTE

ADITI MISRA

WHAT MAKES ME A PROGRESSIVE PRINCIPAL

Progressiveness refers to moving forward!  In that sense I think I’ve always been progressive in thought, speech and action!  My effort is to do something different and new or even do something differently from before!  So, over the years I find I’m never in competition with anyone else but myself.  I seek to better my own effort each year.

LEARNING BY DOING

I believe that in today’s age of enhanced awareness and technology we have ample resources to maximize learning opportunities and create significant and meaningful experiences. Engaging students in experiential learning is the most vital step towards creating a positive learning outcome. We have incorporated relevant activities for all age groups as a part of the curriculum.  Hands on activities for primary wing students like Community Hub, Peace Whispers, Discovery of India, Globe-Trotters, Smiley Mart, Kinder Café etc. are aimed to initiate the process of nurturing life skills. Lab visits at each level of learning for all subjects (Mathematics, Science, Language, Psychology, Social Science, Fine Arts, Fashion Technology etc.) help students to analyze, apply and relate with what they learn in the classroom. Science Fests for the students of middle and senior school engage them in scientific inquiry. Scientists are invited as resource persons for hands on experience at the Middle School level with activities integrated with the lab work as per the prescribed curriculum. Students build essential skills of life beyond the classroom from Expeditionary learning through ITIHAAS / Heritage Walks, Adventure Camps, Field Visits.  Our ‘Learning by Doing’ methodology has brought a paradigm shift in academic, psychological, social and emotional growth of our students.

INTEGRATED CURRICULUM 

As an Educator, I have found integrated teaching as one of the most important and stimulating concept in the past decade in the education system. To me, everything concentrates on development and sharing of knowledge and information. Our children will flourish when they will emerge as confident individuals in various fields of study. Our use of intensive project based learning in interdisciplinary methodology makes learning more dynamic and interesting for my students and also makes my teachers use it as an effective approach to foster some highly valued skills like creativity, communication, collaboration, critical thinking and  adaptability.  Some of our recent topics with successful outcomes were:

• Sustainable Development Goals (SDG) was the theme for summer break research and collation 2017-18. 
• International year of pulses 2016-17 integrated all tasks across all subjects (English, Hindi, Maths, Geography, Economics, History, Art, IT with Science, Mathematics, English, Social Sciences)

INTEGRATION OF ENTREPRENEURSHIP INTO EDUCATION THROUGH FACULTY

I encourage my faculty to think out of the box for this. We impart life long learning by incorporating entrepreneurship into education. We properly plan and execute this approach to ensure that students gain deeper insight and understanding and are able to connect theoretical and practical knowledge. Students learn collecting and coordination of resources through various initiatives in school and we also provide them with opportunities at national and international level to develop their acumen. Our students were awarded for their business model in World Series Innovation Challenge 2016 by Moody’s Foundation. Our faculty is constantly involved in developing mock business plans and innovative product launches to hone entrepreneurial skills of our students. Mock Stock is also curated by the faculty once a year. Students are mentored by faculty on developing marketing strategies through ad making presentations (integrated in curriculum to reach to the target markets).  Financial Literacy and small enterprise is encouraged during the week of giving through fund raising projects for the underprivileged. By imparting such training and practical experience to my students, I achieve my objective of teaching them entrepreneurial qualities such as organizational skills, communication skills, computing skills, analytical and decision making skills. 

PROBLEM SOLVING & CRITICAL THINKING AMIDST THE FACULTY 

Problem solving and critical thinking are indeed the two most quintessential skills required to thrive in today’s fast changing complex world. My eventual goal is to prepare students for life beyond the walls of schools which demands broader vision and capabilities and for that my faculty should be well trained. Various enrichment workshops, seminars, expert engagements are organized to lay emphasis on the two skills. Faculty is trained by experts in the areas of life skills as critical thinking is a learned skill that is developed, practiced and continuously integrated into curriculum transaction. I encourage my faculty to also apply these skills in constructive discussions in department meetings pertaining to assessments, question paper setting etc.  

These skills are also incorporated in the following activities: 

• Physical Education with civic engagement as Traffic Marshalls
• Peer Education, Cyber Congress are other areas for developing Problem Solving and Critical Thinking
• Frequent drills for safety measures and looking into problem areas
• Cyber Safety Cell
• Anti-Bullying Squad at all levels works with school counsellors

GROUP WORK AND DEVELOPMENT OF SOCIAL SKILLS AMIDST THE FACULTY

While working in a team, we all learn to respect differences and interdependence, responsibilities are shared, close bonds and deep friendships are forged. Teachers complement one another in a positive and conducive environment. They share insights, learn different perspectives, skills and values from each other. Such is the influence of groups which share good understanding, common goals and work ethics. Our faculty members work together for various events at all levels which promote teamwork and foster their social skills. Team Shiksha Kendra is a group of committed students and faculty who work closely with underprivileged children. Cankids is a fun day, an annual ritual where cancer survivors are hosted by the school. Our faculty is doing great work for the two government schools which have been adopted under the Twinning Programme. Their support for the annual Carnival is praiseworthy, the proceeds of which go towards sustenance of Shiksha Kendra. Interact Club of the school works at various levels of community service. Their enthusiasm is infectious in fundraising events for ICS and Cankids. Faculty members and students collaborate for Seek Ek Khoj – the engaging and insightful annual science fest that takes place over a three month period culminating with students presenting their projects prepared under the able guidance and mentoring of teacher experts. Inter House events,  Inter class activities, Intra Class activities nurture team building amongst students as well as teachers.

UNDERSTANDING & ACTION BASED LEARNING

Engaging students with action based learning using digital and other simple innovative platforms enhances learning opportunities besides accelerating the conceptual understanding. In my opinion, embracing digitalization with positive interventions for our students is as important as keeping students away from ill effects of internet. We have Interactive/smart boards in all classes and usage of Ipads has been implemented to reinforce text book content with support materials. Our primary school language Labs have customized kits for experiential and action based learning for our junior school students. Class assemblies support theme based collaborative work and assignment booklets based on application and real life situations have been made an integral part of our curriculum and assessment. Field trips in every term for all classes enhance knowledge beyond the classroom. Enrichment classes are also organized to thwart rote learning and enhance understanding through various tools making learning more interesting.

COLLABORATIVE & COOPERATIVE LEARNING PROJECTS FOR FACULTY DEVELOPMENT

In my opinion, comprehensive and systematic collaborative learning projects enable us to further learn and grow as individuals and as an intellectual teaching fraternity. Relevant projects facilitate in maintaining the institutional dynamics that eventually promote a conducive learning environment for students. Collaboration also requires faculty members to step out of their comfort zones as otherwise they usually work quite independently. Collaboration projects yield desired outcomes when the faculty members work productively in tandem with others. Besides harnessing leadership skills these projects help faculty members to put their interprofessional competencies into practice. Few projects which help in faculty development are:

• Mentoring the Mentor Programme during the department meetings, demo lessons  of challenging topics are organized followed by discussion among the faculty.
• Faculty teams up to execute various school events, activities such as British Council, ISA, NASA Camp, Space Camps.  Science, Social Science, IT, English, Mathematics, Language, Art and Cultural Fests are organised through the year.
• Exchange Programmes with schools abroad, both physical and class connect project. Educational and idea exchange blogs with the exchange partners in Germany, France and Poland.
• School hosted the Tedx event in October’17.

EDUCATION ACCENTUATING SOCIAL RESPONSIBILITY AND SAFEGUARDING DEMOCRACY 

I believe in every day opportunities for extraordinary learning experiences. Social responsibility is best understood, learnt and imbibed subtly through the experiences that constitute the everyday lives of children. I encourage positive, value driven discussions during the zero periods which also emphasize that a part of our social responsibility is to work collaboratively to accomplish shared dreams and goals for a better world. Various platforms are provided to motivate faculty and students to engage with the community. STTI – Student Think Tank for India is very active in school for building civic engagement with discussions and brainstorm on issues like corruption, gender and media responsibility. Student Traffic Marshals manage traffic around the school under the supervision of faculty. Model United Nation conference at three levels – Intra School, Inter School and Inter School at International Level enhances awareness and gives students opportunities to take part in the significant events in the world. Mock Parliament sessions are conducted to raise concerns and to facilitate understanding of our duties and responsibilities for safeguarding democracy. Suggestion boxes are placed across the school for students, teachers and parents. My endeavor as an educator is to structure ways for my students which should motivate them to make a real difference in the world.

DESIGN & DELIVERY OF A LEARNING ECOSYSTEM WHEREBY HIGHLY PERSONALIZED LEARNING ACCOUNTING IS DONE FOR EACH INDIVIDUAL’S PERSONAL GOALS

When I reflect on my journey so far, I feel gratified for having designed and delivered a learning ecosystem which realizes the vision and mission of our institution. We accomplish our learning objectives by instilling knowledge, developing skills of our students and enabling them to achieve their goals. We are an inclusive school which caters to the individual needs of more than 70 students who need special attention (an allocated counsellor and a Special Educator is available at every level). A trained counsellor is on the school board for career interventions. Career counselling sessions are organized with individual intervention too in collaboration with ICTRC and various other experts. This engagement happens twice a year. Remedial classes are arranged to cater to differential needs of students. School supports underachievers through NIOS. Open House/Panel Discussion with faculty, Alumni and parents as the panelists are organized to facilitate academic and emotional support.

INTEGRATION OF COMMUNITY SERVICE AND SERVICE LEARNING PROJECTS INTO THE DAILY CURRICULUM

When children are encouraged to volunteer for a cause, they discover that their small, simple acts make big differences in the lives of people and this itself becomes a rewarding and fulfilling experience for them. We engage students in various initiatives which develop a sense of gratitude for what they have and empathy for the less fortunate around them. The school has adopted two government schools under the Twinning Project ‘Muskaan’ where the senior students and teachers support and engage twice a week. Peer group learning is reinforced in the Buddy Reading programme (grades I – V). We collaborate with ‘GOONJ’, the NGO to extend a helping hand whenever and wherever needed. School’s motto ‘Service before Self’ is practiced in all the community outreach programmes that we undertake. School caters to the needs of the non-formal school Shiksha Kendra which runs in the afternoon from the same premises. The projects undertaken by students with tGELF are supported for sustainability by the school to name a few – Cry For Help, Dor, Sabla (these are all student driven community outreach programmes). Make a meal – Daan Utsav is yet another endeavour to serve the underprivileged children a hot meal cooked by the students of DPS Gurgaon.

FUTURISTIC SELECTION OF SUBJECT CONTENT 

Changing course content is not always possible or feasible. The policy makers deliberate for hours and days to create course content.  For me the trick is to deliver the course content in such a way that it becomes meaningful for students and imparts some life skills during the teaching- learning process. I think the one significant change I have initiated is ideating a book on Art education (called ARTiculate) for class Pre Nursery to class 10.The books seek to rationalise art education as we found that this was an unexplored domain. The book celebrates Art while teaching it. There are portions dedicated to Masters (Indian and international) and folk art (Indian and foreign). We have also integrated the following into curriculum:

• Conservation of environment through our eco-club 
• Tree plantation drives and including 17 SDGs of UN into the Summer Vacation task from classes III to XI.
• Awareness campaigns for civic engagements through road shows, street plays, parent engagements and task oriented assignments in the class
• Fostering global citizens through exchange programmes, leadership engagement with tGELF, Duke of Edinburgh Programme
• Life Skills as part of curriculum at every level
• Through various activities embedded in the curriculum students are  encouraged to think global and act local

LIFELONG LEARNING AND SOCIAL SKILLS OF  FACULTY MEMBERS

I believe that learning is an essential component of the teaching process. Providing regular learning platforms for enhancing skills of my faculty members is something I have always liked to personally lead and get involved in. Ongoing interventions like academic sessions by experts and participation in workshops / seminars for skills upgradation have been made an integral part of the annual teaching calendar. As part of our constructive peer feedback sessions, HODs regularly observe teaching methodology of faculty members to provide feedback for their continuous improvement. Besides functional interventions, regular sessions are held for enhancing leadership skills, emotional and mental well being of our faculty members. We are blessed to be a close knit cohesive team at DPS Gurgaon. Staff lunches, movie outings, department getaways help us to  bond better and be one happy family!  

FACULTY ASSESSMENT & EVALUATION OF THEIR INNOVATIVE PROJECTS & PRODUCTIONS

I have always felt that assessments and evaluation tools should be designed in a manner that they provide opportunity of providing constructive feedbacks, coaching and mentoring our faculty members. While the teacher diary, ACRs and class proforma help in monitoring performance and progress of class / other activity schedules, we have setup platforms of regular HOD feedbacks and mentoring sessions where experienced colleagues support professional as well as personal development plans of our young faculty members. The personal interaction sessions, that besides me, our senior leadership team of Vice Principal/ Dean / Headmistresses have with our team,  help in coaching our faculty members for sustained high performance culture and keeping our school motto of ‘Service before Self’ in the center of all our activities. Student welfare comes first and we encourage 360o form assessment through students to promote a culture of continuous improvement in our faculty members and leadership team.

PERSONAL PHILOSOPHY TO FACULTY EMPOWERMENT

My TEAM is my strength and I strive to instill a high level of passion and commitment amongst my faculty. As a leader, I have always believed in constantly upgrading skills of our faculty members, bringing new tools to facilitate learning and creating an environment where each member of our faculty shares a common vision and passion to serve our students’ needs in best possible way. For introspection, I give them food for thought in the regular staff meetings We have set up an active Teacher Resource Centre which organizes Teacher enrichment seminars (content driven, social skills, life skills and classroom management), assists in updating and training the teachers regularly on the technology front including handling smart boards and Ipads for curriculum transactions. A well placed readers club and the DEAR programme (drop everything and read) has been implemented to encourage reading and co -sharing this passion with our students. A teacher mentor is accorded to the new faculty members in order to facilitate their integration into the school system smoothly and regular team building exercises are organized to keep us aligned and engaged as One TEAM.