Indira Kohli
WHAT MAKES ME A PROGRESSIVE PRINCIPAL
I follow a dynamic approach towards teaching. I have taken up various initiatives to facilitate in the evolution of the teaching practices followed in the school. I have relied on the IT enabled infrastructure of the School to usher in these developments.
Some of the key efforts taken up by me include:
• Modifying Teaching and Learning Techniques
• Involving Parents in everyday School Events
• Enrolling the School in the Face to Faith Foundation
• Technology supported classrooms
• Modifying Student Assessment & Monitoring
• Organising Interactions with Professionals
• Faculty Empowerment
• Integrating Community Service with the curriculum
MY MISSION AS A PROGRESSIVE PRINCIPAL
I aim at making the school one of the best DPSes in the NCR region. I encourage the teachers to tap into the students’ immense potential and bring out the best in them. My dedication towards social causes is in line with the School’s motto of ‘Service before Self’. I believe that education must be aimed towards the complete development of the human personality and the strengthening of respect for human rights and human freedoms. Ever since the inception of our school, we have followed the practice of giving back to the community, country and the environment. Our journey, albeit a small one, has been filled with many moments of pure unadulterated pleasure one feels after giving, sharing and caring for others- as is expressed in our school motto.
LEARNING BY DOING
The experiential learning model in school has been in place since its inception. Work Experience and Vocational activities like astronomy, pottery, photography etc ensure multifaceted learning. Students are engaged in group projects which are interdisciplinary in nature. Students are given the opportunity to explore and experiment as they learn.
INTEGRATED CURRICULUM
Interdisciplinary approach is followed rigorously in the school. Students are given interdisciplinary projects as group, home, class work & holiday home work so that they are not burdened with multiple projects. A recent example of a successful interdisciplinary project was the submissions made for ISA (International School Award- British Council). As a part of the ISA activity students of classes III to V made scrapbooks depicting a Global Village where they described festivals celebrated in India, Spain and Ghana. The students of Classes VI and VII prepared PPTs on Buddhism and Christianity and are sharing the same with the partner school (Stockport School) in UK. Class IX students made PPTs on the French Revolution. Our efforts bore fruit and the school has been accredited with the ISA mark (2016-19).
INTEGRATION OF ENTREPRENEURSHIP INTO EDUCATION THROUGH FACULTY
I have always tried to provide an ideal platform for my faculty members to display and augment their professional skills. The teachers have been encouraged to take up ventures in their areas of interest and work towards personal, social and institutional betterment. For instance teachers successfully took up the Schools Enterprise Challenge aimed at the manufacturing and sale of craft items from school. The funds generated were donated towards a social cause. Every year the teachers make diyas for Diwali and organise a sale of designer diyas & bakery goods to generate aid for Bal Sahyog, an orphanage.
PROBLEM SOLVING & CRITICAL THINKING AMIDST THE FACULTY
Teachers at DPS, GBN are given responsibilities which would sharpen their problem solving skills. They are given the opportunity to make decision as per the issues in hand. Responsibilities are given to Class Reps, Subject Coordinators and other in-charges who deal with everyday school concerns. Teachers have the right to use their good sense while handling parents, emergency responses like early dispersal etc. This builds their leadership acumen as they explore various solutions.
GROUP WORK AND DEVELOPMENT OF SOCIAL SKILLS AMIDST THE FACULTY
As we are a new school, the teachers have worked in unison towards achieving the school’s mission. All the teachers involved during school events and functions are solely responsible for delegating duties amongst themselves and ensuring that the event concludes smoothly towards the desired goal. Recently we have begun with presentations given by each teacher before her colleagues on generic school & education related issues to develop their confidence and public speaking skills. This leads to sharing of good practices and experiences, like ‘Each one teach one’ and ‘Together we can make a difference.’
UNDERSTANDING & ACTION BASED LEARNING
A classroom in DPS GBN is a vibrant community of active and agile learners with an inspiring teacher. Teachers at DPS GBN are nothing short of awakeners as they use various tools, aids and methodologies to rouse a child’s imagination and curiosity. The entire curriculum ensures comprehensive evaluation of the students done round the clock. Integrated projects and inter-disciplinary approach allows the students demo-based learning experience. For example, India’s recent Mission to Mars was made into an interdisciplinary project for the Middle School. The School’s library is equipped with the best reference material to aid students in self-study. Work experience classes are held for each grade. Students are assessed continuously over the year via Formative and Summative Assessments via peer-peer, peer-teacher and other modes. We strive to incorporate the latest and best educational practices in our curriculum design, follow various modes of assessment and provide hands on learning experience.
COLLABORATIVE & COOPERATIVE LEARNING PROJECTS FOR FACULTY DEVELOPMENT
Faculty members are sent to skill enhancement workshops frequently and they share their learning with other teachers. A recent collaborative & cooperative project could be the Diwali Mela organised by the School where the teachers had worked together right from its planning to its execution.
EDUCATION ACCENTUATING SOCIAL RESPONSIBILITY AND SAFEGUARDING DEMOCRACY
India is the largest democracy in the world and I firmly believe in the principle of ‘a government of the people, by the people and for the people’. I apply the same principle in the structuring and functioning of DPS, GBN- as a result of which we are a school ‘for the students, by the students and of the students’. The students experience the power and responsibility when they have to vote for their Head Boy and Head Girl as per the truly democratic procedure of the secret ballot. Those who stand for elections are aware of their accountability towards those who voted for them and know how to take criticism in a positive manner. We successfully nurture students from varied backgrounds and teach them to be tolerant and respectful towards those different from them. The school follows an open door policy and we often solicit parent’s feedback and parents and students can openly voice their concerns without the fear of retribution secure in the knowledge that action would be taken by the school. The Grievance Redressal Cell functions towards ensuring a quick and open solution to concerns. Social responsibilities make the students aware of the social problems plaguing our nation. Our senior students teach the underprivileged students of Vidya Kendra, they take out cleanliness drives, street plays like Beti Bachao & Swachh Bharat etc.
DESIGN & DELIVERY OF A LEARNING ECOSYSTEM WHEREBY HIGHLY PERSONALIZED LEARNING ACCOUNTING IS DONE FOR EACH INDIVIDUAL’S PERSONAL GOALS
I believe that learning must be moulded to suit the learner. Teachers follow various pedagogies to ensure that diverse learning requirements are catered to. The curriculum design ensures that each child has a special element to look forward to. Empowerment classes are organised to bridge the gap between the students’ performance in a subject and their potential. Stay backs or extra classes are organised for Olympiad coaching. Students are encouraged to self study so that their confidence in strengthened in each subject. Learning for all is encouraged. Students learn as they grow, which allows them their own space and pace.
INTEGRATION OF COMMUNITY SERVICE AND SERVICE LEARNING PROJECTS INTO THE DAILY CURRICULUM
I follow the school’s motto of Service before Self in letter and spirit. Community service is an inseparable part of the curriculum. Students attend workshops to sensitise them towards their social responsibilities, the senior students teach students of Vidya Kendra thrice a week, visits to old age homes & orphanages are organised, students also conduct charity drives to generate funds for NGOs like Bal Sahyog. Our school is a member of the Interact Club and regularly organises blood donation camps, tree plantation drives and cleanliness drives.
FUTURISTIC SELECTION OF SUBJECT CONTENT
The school curriculum of the Junior School has been designed keeping in mind the life skills needed by our students to become aware & responsible citizens, capable of ushering in a better social order. Curriculum includes life skills classes, value based assessment in various subjects etc. The senior school follows the CBSE curriculum which has many provisions for developing the social and emotional skills of the students.
LIFELONG LEARNING AND SOCIAL SKILLS OF FACULTY MEMBERS
I stand by the phrase –‘learn as you grow’ because education is not preparation for life, rather it is life itself. Hence, I give many opportunities to the staff to develop their personal, professional and social skills. They are sent for life skills workshops and encouraged to reach their full potential.
FACULTY ASSESSMENT & EVALUATION OF THEIR INNOVATIVE PROJECTS & PRODUCTIONS
A teacher must never stop learning or polishing her skills. The faculty members undergo the following assessments: self assessment, peer assessment and superior assessment at regular intervals.
PERSONAL PHILOSOPHY TO FACULTY EMPOWERMENT
My philosophy is to create extraordinary from the ordinary. I strive to instill confidence in each faculty member that they have the confidence and self esteem to believe ‘Yes, I Can!’ They must be given every guidance and support needed to reach their true potential.
—- Quotes —-
We are a school ‘for the students, by the students and of the students’.
A teacher must never stop learning or polishing her skills.
Education is not preparation for life, rather it is life itself.
I believe that learning must be moulded to suit the learner.