Anupama Mishra
WHAT MAKES ME A PROGRESSIVE PRINCIPAL
I do not leave any stone unturned when it comes to the welfare of my teachers and students in association with the Parent fraternity. My whole institution works on some basic DESIRES that ultimately lead to its success. Desire is a very important factor in my school where in every faculty member works to create BELIEF and has faith in their capabilities. Every individual has strong belief in themselves that comes from their inner confidence which has developed from lots of trainings and experiences. Then comes ATTITUDE which is all about positivity and all about seeing positive in challenging situations looking for strength in others and relentlessly having positive mindset that inspires others. Of course, ACTION and PERSISTENCE that create the result we look for ourselves. I personally believe that I have contributed the best from my side to the education system in my school.
My engagements and interactions with my Parents, Students and Teachers is continuous. Either its academic or co-curricular activities on simple daily conversation, I try to engage myself interacting with them. This does not only help me to facilitate Teaching Learning Process in the classrooms but also makes me connected emotionally to every stake holder of the institution.
On the other hand I also get to know the regular daily transactions in the classrooms. Very constructive and positive feedback and suggestions are given by parents which help me making systems in school better.
I make it a point to interact with my teachers on regular basis. My teachers are constantly being motivated and sent to attend workshops a timing sessions so as to enhance their personal & professional acclaims which in turn brings batch enhanced teaching and learning process in the classroom too. Appreciating teachers and support staff for their regularity or good work. “like star teacher of the month star employee of the month- motivates my team members to add on the extra bit to their work. Regular class meets (per month), faculty meets (twice in a term) teachers forums or other departmental meet are the platforms where not only there teachers get opportunity to express themselves but also different subject related teaching strategies are discoursed and innovative teaching ideas are stand.
Internationalism is an aspect, we are constantly working with. Our Student- Exchange Programmes through YFU, AFS of JENESSYS have been quite successful in port few years.
I always motivate my students and teachers for their personal and professional growth. I totally standup with the cause and try to help them as much possible. Open forums in Morning Assemblies, Bubble time for teachers and students and Quality Circle time with them also and platforms where thoughts and feelings and shared without any hesitations and helps in emotional relationship building as well. Most of my teachers have now been trained as pastoral counselors. This skill of counseling helps me to understand my children better. Cordial relationship, thus formed has added of lot of positivity to the atmosphere of my school. My Parents are very actively involved in my school’s progress. Not only through term/monthwise Parent-teacher meeting but through class-wise Parents forums sunshine meets, Parents regular involvement in day to day functioning has brought the Parents-Fraternity closer to school.
Regular activities Books reading, Excursions. Theatre workshops, Dance sessions, Inter Branch competitions, Movie shows for staff do not only rejuvenate the staff but also keep them stress free for teaching up challenges more positively. I constantly strive to create a welcome atmosphere of appropriate working culture, by being an intrinsic motivator, spreading energy and enthusiasm and celebrate every little moment of success. I strongly believe in responding constructively to each child’s query and comments, hoping to raise the standards thus experiencing and celebrating students‘ achievements. I am inspired by the Vision and Values of my institution, therefore I also take my mission seriously and communicate my beliefs strongly. I put in maximum effort to do my best, and very strongly support and have quest for the improved performances for teachers and students.
MY MISSION AS A PROGRESSIVE PRINCIPAL
Being a progressive principal would bolster my personal mission and vision but would also make things more challenging as well since I will have more responsibility to see that my whole school is with me, on right track to accomplish the vision of my school “Ongoing consolidation, growth and collaboration within and across institutions that are instrumental in holistic growth of students, in a conducive environment, that promotes excellence and the students further move on to refine the social fabric.”
I will ensure that not only staff members/teachers are inspired and motivated to do better but they are all prepared to be a ‘Global Citizens’. I will also ensure that my beliefs, action and attitude contribute in making the children capable of being a responsible and caring individuals. Individuals who are confident, healthy in body and mind, with positive life-skills and human values imbibed that they can contribute constructively to the institution, family, society, country and world.
Being a Progressive Principal would certainly boost-up the morale of all my fraternity, who works hand-in-hand for fostering the holistic development of future citizens, facing challenges and risks. We involve parents and wider community in a meaningful relationship. It would also help strengthen their belief in us thus making this association further stronger and concrete.
My personal mission to allow children to be thinking individuals, risk takers, innovators and possessing the quality of problem solving will certainly lead to an integrated development of knowledge thinking and skills. I believe in creating “a dynamic, caring and happy child” by the end of the school journey through intervention of progressive methodologies in classrooms and expertise from various ranges of life. Making students’ experience joyful from every little learning or action, they encounter in the school will become more rewarding.
LEARNING BY DOING
The core essence of the Precept of my school is “Learning by doing” whether it is through little projects we have undertaken or activity based learning that is an integral part of our curriculum. Learning by doing becomes a shared responsibility in a very natural phenomenon which daily revolves around our learning tactics and techniques in the classrooms.
Throughout the year our academic planning (in all areas wherever possible) has been well blended and integrated with these kinds of projects. Integrated Blended Learning Designs (IBLDs) or Multiple Intelligence approach are the essence of curriculum at my school, whether it is Kindergarten classes or Senior Secondary classes.
- Interdisciplinary Projects: (Classes VI – X) Where students are able to integrate one subject topic to another by various action and research based activities.
- Class Projects: (Classes III- X) Any topic chosen from specific subjects in allotted where all students of that particular class research, survey and do in-depth study of the chapter ultimately presenting in front of parents in form of PowerPoint’s, survey report, Role plays, Scrap register etc. all prepared on the basis of their experience learning.
- Theme based Projects: (KG section/Junior Classes) Have themes assigned to them like family, Animals, People who work for us, Our seasons etc have theme based activities planned accordingly. Activity time tables are shared on the very first day of the month with parents to keep them abreast of these.
- Community Projects: Swachhta Abhiyaan– Sunbeam Autism Centre, Adoption of Tagore Town Park and its maintenance. Adoption of Phulwaria village at Varanasi. Association with GOONJ– an NGO– that works for sharing and caring Sanchayika– saving electricity are some of the projects, students have taken up and through which are continuously developing and benefiting the community around them.
- Nature/Maths/Grammar Corner: A walk to nature corner/Grammar Corner/Conversation Corner/Active Learning lab and Maths Walk into the premises of school give them first hand learning experiences by exploring and doing them.
- Big Fight/Mock Parliament/Commerce Colloquium/Group Discussion are few co-curricular activities provide a platform for researching organizing and participating in middle Senior and Senior Secondary classes.
- Social Projects – Design for Change: Attending MUN’s (Model United Nation) conferences and seminar like IIT BHU MUN, Emerald Heights MUN Harvard MUN etc. give opportunity to the children for exploration of their talents within and overcome apprehensions if any. They prove to be more mature and confident as they come back. Projects under, DESIGN FOR CHANGE like Save Water, Ban on prohibited medicines, making prisoners literate in Central Jail, Varanasi have been some projects worth mentioning. Celebration of important festivals and days like Diwali, Christmas, Holi etc. and all important calendar days keeps the students well associated with the social events and equally participative.
- Field Trips and Educational Excursions: Various field trips and educational excursions are assigned to all classes, from Kindergarten to +2, not only provide excitement and pleasure to the children but also ignite their passion to explore, research and learn. All major historical sites in and around the city are visited by them once in a year. Adventure trips like YOUREKA by IDI, Negi sports-Adventure Camp, Vertex Camp, trips to other cities or visit to Anandi Water Park and many more are wonderful opportunities for the students to learn.
INTEGRATION OF ENTREPRENEURSHIP INTO EDUCATION THROUGH FACULTY
Recently, we got ourselves associated with NDTV-Behtar India Campaign in which students took responsibility of raising adequate funds and help the Dengue affected children by providing them required kits. Council members discussed, planned and organized some food and game stalls during recess and PTMs, which not only honed up their entrepreneurship skills but also gave a boost to their confidence. Various skill based optional subjects are taken-up by students in my school like Vocal Music, Sitar, Tabla, Bharatnatyam, Webtech and Multimedia, Elements of Book Keeping and Accountancy etc.
Skill based learning is an integral part of our daily routine. Students from class I itself have the choice of selecting an art/skill of their own choice under Leisure Time Activities. From Soft Toys Making, Sculpture, Cooking and Baking, Pottery, Robotics to Performing Arts and many Sports Clubs are functional on all week days, where children find themselves indulged into. Faculty from the school and external resources are also involved into training the children.
PROBLEM SOLVING & CRITICAL THINKING AMIDST THE FACULTY
Problem Solving is a process, an ongoing activity in which we move from known to unknown. My teachers do understand the nature of the problem and its related goals. They also are aware of any obstacle or barriers that stops them from reaching their goal. Finding or looking out for solution involves lot of critical thinking as well. Communication flow channels are placed in such a way that immediately there is an alarm, people concerned are put on alert. Counsellor/Pastoral guides in the school are made aware of. Academic Heads concerned also have complete say in the case, if needed. Life skills classes/My school cinema are incorporated in the curriculum after which situation based discussions are held. Students actively try to conceptualise, analyse and apply their own thoughts to solve the problems.
GROUP WORK AND DEVELOPMENT OF SOCIAL SKILLS AMIDST THE FACULTY
Faculty meets, Class meets, Inter Branch Faculty meets, Yoga sessions on Wednesdays in Morning Assemblies, Teacher Forums, Staff Get Togethers, Workshops and Sessions by external and internal resource persons, involvement in various social projects, allocating and assigning responsibilities as to lead different contingents, regular sharing of instructions/ideas through teachers’ mail groups are all directed towards development of social skills. Teachers are encouraged to speak on different contemporary social issues of general interest in Morning Assemblies on regular basis. Faculty is connected to each other through various social media platforms where constructive exchange of ideas takes place.
UNDERSTANDING & ACTION BASED LEARNING
With the introduction of Project Based Learning, the idea of rote learning has been cornered in my school. After a teacher explains the chapter, children are asked to prepare question bank, based on the topics taught which gives them better understanding of the concepts. Interdisciplinary activities not only give a better grip of content to the students but a lifelong understanding of the context and its application in daily life.
Rote learning is a memorization technique based on repetition, which has been playing in the Indian classrooms since time immemorial, but now is the time when students need to learn through Project based learning to meet the challenges of preparing students to solve the real world problems rather than essay at exam-based traditional classroom learning.
COLLABORATIVE & COOPERATIVE LEARNING PROJECTS FOR FACULTY DEVELOPMENT
Teacher forums are held block wise twice in a session for the teachers to get opportunities to give constructive feedbacks and suggestions. Faculty Meets are the platforms where teachers discuss and plan subject related innovative teaching tactics and techniques teachers are also asked to give collaborative presentation. Inter-departmental meets are also planned every month for collaborative planning and implementation. Class meets are held every month to discuss the issues related to a particular class, students, their performances and obstructions and complications at every level. Storytelling, Rhyme competitions, Puppet stories, Dance and Music, Theater workshops, Book disseminations are held every term (twice in a year) where teachers collaborate with each other and carry back quality teaching in the classrooms.
EDUCATION ACCENTUATING SOCIAL RESPONSIBILITY AND SAFEGUARDING DEMOCRACY
Once you go through our vision, it clearly states about the development of responsible and sensitive global citizens who further empower the students to survive, establish and succeed in this era which is fully covered with volatility, ambiguity and anxiety. Nurturing the minds and hearts of the children in a safe & sensitive environment so that they get inspired to contribute to the society at large remains a daunting challenge.
My Precept / Curriculum is designed in such a way that enable children to understand that Democracy does not begin or end with Elections and Ballot Boxes. Instead it is the freedom of ideas, thoughts, feelings & expressions & shared concerns of the people who voice it for the welfare of all. I re-affirm and strongly find that our curriculum & schools system strongly follow democratic approach. Through Bubble Time/Quality Circle Time children get an opportunity to speak out their minds. Teacher’s QCT, one to one interaction with Administrators and the Principal’s office which is easily approachable for the staff, parents and students alike.
DESIGN & DELIVERY OF A LEARNING ECOSYSTEM WHEREBY HIGHLY PERSONALIZED LEARNING ACCOUNTING IS DONE FOR EACH INDIVIDUAL’S PERSONAL GOALS
There is a system of accounting every individual’s personal goal by giving feedback on teaching and learning process. Feedback on school, transport is taken from parents. Parents’ and Children Forums also are a medium for availing such feedbacks. Teachers’ Assessment Portfolio is also used to give feedback to the teacher by the immediate Head and the Principal.
Class observations are done in 2 ways. One on daily basis which is done for classroom transactions and corrections both. The other is done at a team-wise level. Peer Observation is also a system whereby parallel teachers give feedback. The System of assessing students through formative assessment and periodic test is also established. Detailed assessment report with remedial suggestions are also reflected in the progress report of the child. The Pre-Primary section has the Continuous Assessment System.
Junior school receives Rubrics, a form of accounting for its achievement. It helps in identification of what children feel, know, understand and further action plan at different stages in learning process. Multiple Intelligence based assessment also help us in understanding the dominant and the dormant intelligence open of the child and thus plan the lesson accordingly. The whole system of my school is actively based on and engaged in assessing every individual’s progress as a part of the development of their wider critical thinking and self-assessment skills.
INTEGRATION OF COMMUNITY SERVICE AND SERVICE LEARNING PROJECTS INTO THE DAILY CURRICULUM
I have been able to motivate the staff and students both to take up various community services and their integration at the regular basis with my curriculum encompassing the entire spectrum from CSR – Community Service based research or action projects in the form of Swachhta Abhiyan, Cleanliness of Assi Ghat, Adoption of Village Phulwariya and Parks, Sanchaika – Save Electricity, Save Water, Share & Care, Say No to Heavy bags, Each one Teach one, Colourful World of Autism Centre, Anti-Drug Awareness, Collecting Funds for Behtar India Campaign, Beautification of the City to Conducting DFC Programmes.
FUTURISTIC SELECTION OF SUBJECT CONTENT
My personal growth and experiences have provided us with such an insight that I continue to reflect and envision the impacts of every step, while conjuring the curriculum of the school. Being a mother of 4, and a grandmother too, I am able to connect to the generations and my concern for their future that naturally influences me to take decisions accordingly for the betterment of all my students and society around us.
LIFELONG LEARNING AND SOCIAL SKILLS OF FACULTY MEMBERS
When we talk about lifelong learning & social skills of teachers, we actually talk about the professional development and its application and acquisition in everyday life. Either it is developing Soft Skills including Communication Skills; Collaboration or Cooperation Skills; Demeanour or Appearance; Presentation Skills; Interaction with Parents and Students; Addressing the Assembly; Understanding Emotions; Taking Leadership Role and modeling it; Body-language; Facial Expressions; Emotional Wellness; Handling Emergencies; Stress management, we emphasize on developing each one of them. Refresher courses for Reading Skills, Quality Circle Time, Pastoral Counselling, Subject related meetings and seminars, Theatre Workshops, Voice Modulations also make their performance better & stronger.
FACULTY ASSESSMENT & EVALUATION OF THEIR INNOVATIVE PROJECTS & PRODUCTIONS
In my school we have developed an appraisal system for the teachers, office staff and administrators which I proves to be very beneficial for their growth and development. Regular Class Observation, Term Wise Observation, Peer Observation, Correction, Records, Teachers’ Need Analysis, Teachers’ Portfolio & Appraisal Forms are used as tools to analyze and assess the innovative projects and their performances, which is further added to their personal records. An extensive feedback by Quality Control Group also help us in the evaluation.
PERSONAL PHILOSOPHY TO FACULTY EMPOWERMENT
My philosophy for faculty empowerment is to harness their individual potential, unique caliber and skills and train them for their personal and professional growth and make them aware & realise that how important are they for the institution. This does not only enable them to be stable but also gives sustainability, retaining and getting promoted to various higher positions in the school itself, ultimately giving them job satisfaction and a stress free work environment.