Progressive Principal :: Kavita Das

KAVITA C DAS

WHAT MAKES ME A PROGRESSIVE PRINCIPAL

I cannot stake any claim to such a title. I am simply here to do my best . I love working with children and its gives me an opportunity to create responsible men of tomorrow. My contribution to society is a drop in the ocean, but I know that we all can make a difference in the world if we just keep working towards the mission of a World for All.

MY MISSION AS A PROGRESSIVE PRINCIPAL

I am a 3rd generation teacher! I grew up in a family where teaching is a way of life and I saw the fulfilment to be found in it. It is not a profession. It is a vocation. It is the only calling that truly changes lives and impacts society. More importantly.. .it has love at its very core. When a child comes back years later just to say hello, and one sees what a fine human being he has become, one is yet again reminded of just how rewarding teaching is. My mission and vision is to promote among all children experiencing systemic and other forms of oppressions, the freedom to celebrate both their unique gifts in creative, life giving ways, as well as the glory of their essential relationship with the universe as their home. We need to recognize our need to grow in a sister/brotherliness that reflects our multi-cultural milieu. In that attitude we facilitate, empower and collaborate with others to challenge the existing educational systems which bind and exploit our children, thus awakening in them the joy of being truly children of a loving God.

My core belief is that one must walk with the faith that whatever happens is according to God’s will, and that love works miracles. Couple this with a strong sense of fair play, a measure of creativity, a dash of humour, a touch of humility and a passion for one’s subject, and you have a teacher who can change the world! I believe that the true growth of a school is reflected in the children it produces. Our school stands on the twin beliefs of faith in God and good citizenship. Our motto is “Pro Deo et Patria”, which means “For God and Country”.

Our students are fine young men who are Triple H boys…Heads Held High. My boys grow into wonderful citizens and compassionate human beings who grow up with children from the economically disadvantaged section of society as their closest friends and for whom distinctions are based on abilities and not on class.

The school motto, “For God and Country” is instilled in the children of St. John’s High School right from the beginning – from the youngest lot of tiny tots in Prep to the senior most class of the school. Children are encouraged to follow the footsteps of the most humble and take the road of simplicity and service to others. Compassion for the less fortunate is the foundation of all the values that the school promotes.

St. John’s was instituted in 1959 and since then there has been no looking back. The school from the very beginning has been undertaking initiatives that attempt to make our children the most humble human beings who are compassionate to the core for others.

LEARNING BY DOING

INCLUSIVE EDUCATION: Our school believes in learning by doing and leading by example. Teaching as well as learning cannot be complete if it is restricted to the walls of a classroom nor can it be confined to only prescribed text books. There is a flexibility that is required at the heart of education, if the spirit of a truly inclusive education is to flourish. Keeping this is mind, St. John’s has worked at various levels to inculcate true “education” in its children – one that moves from the classrooms to the very heart of the human spirit and thus to the fabric of society. Regular seminars are held with staff, and parents are also counselled and kept abreast of the changes and requirements. We also have 3 counsellors and 2 Special Educators with Special Education training and a Learning Centre where kids with Learning Disabilities are specially trained and brought up to par with the other kids. We are perhaps the only school where we have a Special Educator even in senior school. Family Counseling is another unique aspect that our school provides. It is done after school, to ensure privacy and to retain the dignity of the child and his family.

ADULT EDUCATION PROGRAMME: Staff were selected from the school and trained by a member of the National Literacy Mission so that Adult Education classes could be begun for the parents of the children from the EWS. This was done to provide the children with a support structure at home and to help the parents to be able to keep abreast of what their children were doing in school. Teachers were also sensitized on the special needs of these children and families which led to a better understanding of the child, thus further leading to an overall development of the child and motivation of their families by the school and teachers. It came up with this novel ideal of “Adult Education” for the parents of the children at the margins. The parents were encouraged, motivated and initiated into this programme. Dr. P. L. Garg, Consultant, National Literacy Mission Authority, Govt. of India, an expert at Adult Education was called to guide our teachers to undertake the task of teaching these “not so young students”. Textbooks were procured so that the teachers could proceed systematically and methodically. In an effort to smoothen out their difficulties the parents were asked to report just half an hour early to school with their wards. For those who couldn’t attend school regularly, homework was sent. Special timing of 9.00 to 11.00 a.m. was sent apart every Saturday to settle the doubts. Stationery was provided by the school itself and individual attention given to each parent. This programme proceeded with constant encouragement. The first batch successfully completed the course and was awarded certificates along with a token of appreciation in a heart touching ceremony. Through the Adult Literacy Programme, St. John’s High School endorses the vision of our Founder, Blessed Edmund Rice and seeks to recognise the dignity of each individual. This programme is an effort to recognise and appreciate the call for social justice given by our Founder and also to commit ourselves to engage whole heartedly in a passionate advocacy for the most vulnerable in our society. The methodology which is followed in the programme is not the traditional one. Rather, it is a very healthy and interactive one. There are a few challenges that are faced in the programme as some learners leave the class in between due to jobs or some domestic commitments. Such problems are resolved through sending the notebooks everyday home in their children’s bag. This solution helps the absentees with the continuity of their learning at home. They are encouraged to come once in a week to school for their doubts and queries.

OUTREACH PROGRAMMES (COMMUNITY SERVICE PROGRAMMES): We engage students in various outreach programmes, and the basic aim of these programmes is to sensitize children with some important issues of society. Different classes go to different places to conduct their outreach. The Outreach Programmes of our school involves each class taking up a unique project like:

Class KG and 1 – ANIMAL ADOPTION: Supporting and participating in the national efforts to conserve the endangered and rare species of wild fauna, St. John’s has consecutively been adopting zoo animals in the Chattbir zoo for the past three years. As a part of the outreach programme, adopting animals has become an annual programme of the school. From the year 2013-14 to the present, the school has come made noble effort to adopt and support the animals at the M.C. Zoological Park at Chattbir Zoo. It was made possible through the kind efforts of the parents of the junior school. As a result of the generous contributions of the children of the KG and Class 1, the school was able to adopt the following animals:- the Himalayan Bear, Leopard Cat, Monkey, Kalij Pheasant, Ducks, Saras Cranes, Tortoise. Every year during the observation of the Wild Life Week the school takes pride in taking children to the zoo so that they could meet their new friends over there. In this way children also become aware about the conservation of their environment and understand their responsibility towards it. There is a special signboard displayed at the zoo which displays the school's name and the classes which have adopted the animals. This year too the school has collectively adopted the Kalij Pheasant, Parrot, Pigeon, Peacock, Ducks, Dove, Common Cranes, Crocodile, Monkey, Bear and Tiger Cub. With the adoption of the Tiger Cub we have become a part of the "Save the Tiger Campaign.

Class 2 – VISIT TO THE OLD AGE HOME, SECTOR 15, CHANDIGARH: Our children plan activities that can be enjoyed with the elderly. The students perform and celebrate festivals with the elderly people of the Old Age Home.

Class 3 – INSTITUTE FOR THE VISUALLY IMPAIRED: The students interact and share their experiences with the boys of the school. The students of our school also plan some activities in advance and also entertain them with carefully planned entertainment programmes.

Class 4 – ASSOCIATION WITH GMSS, SECTOR 26, CHANDIGARH: Class 4 has joined hands with the Government Senior Secondary School, Sector 26, Chandigarh. Our class 4 boys and teachers conduct an English All the Way programme with the class 4 students of that school. They are also teach Art and Craft. Their children are also exposed to our Math Laboratory for a better activity based learning of Maths.

Class 5 – ASSOCIATION WITH DON BOSCO SOCIETY: Class 5 is working with the DON BOSCO Society which deals with children from the slum areas of age group of 5 to 14 years. Our students teach them reading skills, Art and Craft and dance. Class 5 also plans to conduct Health Check Ups for these children and provide them with hygiene kits.

Class 6 – ASSOCIATION WITH VATIKA: Class 6 has started its Outreach Programme with The Institute for the Hearing Impaired, Vatika. Their children are involved with us in our school programmes. Also their trained staff comes in to teach our children Sign Language.

Class 7 – KHELSHALA (An NGO for the underprivileged ): Class 7 is involved in teaching English to the kids of an NGO called KHELSHALA. These children come to our school every week to be part of this educative program. Our school boys interact with them and also teach them communication skills. The Khelshala children belong to the underprivileged class.

CLASS 8 – BLOOD DONATION CAMPAIGN WITH THE ROTARY CHANDIGARH AND GOVERNMENT SENIOR SECONDARY SCHOOL, SECTOR 26, CHANDIGARH: Class 8 is working on a totally different level. They feel serving humanity equals service to God, so they have collaborated with The Rotary Club of Chandigarh and are actively promoting and sensitizing people on saving lives by donating blood. They also partner with the Government School in Sector 26 and conduct an English All the Way programme for their students wherein they are taught reading and writing skills. Various other activities based on citizenship, life skills, value based education etc. are also conducted. Our school is one of the schools of Chandigarh that has been chosen by the Education Department to partner with a Government school to enhance the exchange of learning experiences and to give the children of the Government schools exposure to our facilities like the Math lab, Computer Lab, Science Labs etc. of our school. The kids from the Government school are also involved actively in our school programmes. Recently we had them participate with us in our Annual House Shows.

CLASS 9 – BIG BUDDY PROGRAMME: Our Big Buddy classes follow a curriculum that lays emphasis on multiple intelligences that differentiates it into specific (primarily sensory) “modalities”, rather than seeing intelligence as dominated by a single general ability. The Big Buddy Classes (extra I hour tutorials) classes are for the junior as well as the senior school students from the Economically Weaker Section of society, after school hours.Class 9 students take Big Buddy classes in the junior school to teach and guide the junior school EWS children. They act as mentors for these children which in turn instills confidence and compassion in the senior school children. This programme leads to an overall development of their personalities, as learners as well as teachers. The EWS children of senior school are given extra help and assistance in their work and understanding as they come from backgrounds that do not provide an apt learning environment. Not only staff but other children belonging to the general category also feel that it is their responsibility to help and guide children of the EWS section.
a) Big Buddy Classes are arranged for the EWS Students from classes 2 to 8 from Monday to Friday from 2:30pm to 3:30pm.
b) The teachers from the junior school as well as students from class 9 teach the junior school students and teachers of the senior school volunteer to teach students of the senior school.
c) Every week the syllabus for all subjects of the previous week is planned out in detail beforehand. d) The revision for the next day’s weekly assessments/evaluations is supervised, and supervisors help them with their difficulties. Sometimes individual attention is also given.
e)There is a duty roster maintained for the teachers who have volunteered as well as for the class 9 students organized through the senior school coordinator and class 9 teachers.
f) An attendance sheet of the EWS students is also maintained so as to account for all the students and ensure their regularity.
g) An assessment of the child’s performance is done to gauge the level of improvement in the child’s performance and accordingly individual attention is given to the child who is lagging behind.

It is very important to keep a track of their attendance as sometimes truancy becomes an issue and there is irregularity in their classes. At times there are family issues that need to be resolved by meeting with the parents and interacting with them. Planning of the schedule of the subjects to be taught, coordination with the concerned teachers of the junior school as to which subject and which topics need extra inputs and attendance sheets are required. It has been found that as class 9 children are involved in teaching children of the junior school, there is more transparency in the communication and that a fantastic rapport is established between these children. Junior school children start idolizing the senior

children as the senior school children are leading by example.A lot of improvement can also be seen in the performance of the senior school EWS children as they are guided by their teachers. Teachers do not hesitate in giving individual attention and they make sure that each and every child of her/his Big Buddy Class gains on learning. Class 9 has also joined hands with GRIID, Government Rehabilitation Institute for the Intellectually Disabled. The students from the institute partnered us in our House Shows and performed with our children on stage.

JOHNIANS FOR JUSTICE- LEARNING THROUGH DOING: Johnians for Justice, the social justice group of the school, has identified two global issues – Environment and HIV/AIDS. They work towards sensitizing and creating awareness among the general public. Their motto is “Walk the Talk”. They have also organized and taken out peaceful Stand Up and Speak Out campaign on various other important issues like, the Right to Vote, Anti Cracker Diwali, Right to Education etc. It helps then to understand these topics as they do a lot of research before they organize a campaign in public. I

INTERNATIONAL 9 IS MINE CAMPAIGN – GIVING A VOICE TO THE VOICELESS: Br. Steve who is closely associated with St. John’s, initiated the 9 Is Mine campaign in our school. He took the campaign to an international level and visited Geneva, The United Nations, to voice the voices of the children who were urging the government to give 6% of the GDP for education and 3% of GDP for health. Children were empowered to speak for their rights as we believe that the youth is the future of the country and they are the change makers. Children were taught to express their concern for education and the health of children in the most suitable ways. Children held peaceful Stand up and Speak Out campaigns in and outside Chandigarh to remind the Government to keep their promise of achieving 9% of the GDP for health and education by 2015. The 9 Is Mine campaign was organized in the Sector 17 Plaza which focused on urging people to vote as there is a huge population that does not vote. The message was spread that as responsible citizens the future of our country lies on our shoulders and that it is not only our right but a great responsibility to vote for the right government.

THE FIRST IN THE CITY TO IMPLEMENT ALL THE CYCLE RULES LAID DOWN BY THE CHANDIGARH ADMINISTRATION: St. John’s High school organized a special assembly to recognize and celebrate the efforts made by the students of the school to keep their city neat, clean and green. St. John’s made available for its children the safety headgear for cyclists especially for those children belonging to the Economically Disadvantaged Group who commute on cycle. St. John’s was also represented in the Republic Day parade by the team of its students on cycles as a part of the global initiative to preserve the greenery and prevent pollution and it was the first of its kind initiative in Chandigarh. They learn by doing and by leading by example!

BULLETIN BOARD COMPETITIONS: Every month, a topic is given to the classes and the students make posters and slogans for their bulletin boards. Whichever class wins the bulletin board competition is then given a free period token! A class that collects 8 tokens is given a day off! The Bulletin Board competition brings out the creativity of children wherein they exhibit their artistic skills through posters, drawings and decorations. This also helps them research and gain knowledge about the topics given.

INTER HOUSE COMPETITIONS: Inter house skits, dance, singing, pot painting, debate, painting, slogan writing, best out of waste, knotting a tie, shoe polishing, rangoli making, football, chess, carom, squash, athletic sports, salad making competitions, banner making and photography competitions (inter-school) are based on several themes like patriotism, women rights, health nutrition, international themes of the year etc. These competitions serve as a large platform for students to exhibit their talents and indulge in positive competition. Children learn about values, the rich heritage of their country, environment and health etc. They also serve a very important cause.by fostering Gender Sensitivity in our boys.

HEALTHY TIFFIN WEEKS: Healthy tiffin weeks are celebrated wherein every child is encouraged to bring healthy homemade food to school. The students especially in the junior school are taught to keep their water bottles clean and get healthy homemade tiffins. Salad making and sandwich making competitions are also organized. They are also taught to keep themselves clean, have a bath every day, how to brush their teeth properly, cut their nails regularly and wear clean clothes. Regular inspection of nails, hair, clothes and hygiene for the whole school, are conducted. All this helps children learn about cleanliness, nutrition and good habits by indulging in them.

SWARM Group (Segregation of Waste and Recyclable Material): is a group of children led by a teacher in charge. This group collects all sorts of waste from the school fields and segregates it and throws it into the particular bin placed for a particular sort of garbage. These boys undertake this practice with a lot of precautions, by wearing masks and gloves. Children learn about segregation, recycling and reusing waste in different ways.

MAY DAY CELEBRATION: Labour Day is celebrated in a very unique fashion in our school wherein the Grade D employees are given a day off from their duties and their work is voluntarily taken up by students and teachers, like mopping, cleaning etc. Every child and teacher is given all the necessary equipment like gloves and masks, when they undertake the cleaning of the school. Children are taught dignity of labour and are also taught to undertake all the work taking necessary precautions regarding hygiene and safety. The Chef’s club of the school prepares delicious eatables for the Grade D staff and they are also treated with a lavish lunch. They are shown a movie and gifts are given to them in the school assembly.

CLASS LIBRARIES: The school is proud to have 2 libraries in the school, one for junior school and 1 for senior. Other than this there are libraries in each class which allows children to read their favourite books in class during a non-instructional period. This also helps in developing their reading habits and adds to their literary skills. Every year children donate books for class libraries that are thoroughly enjoyed by them. They are always checked for age appropriate content.

VOCATIONAL COURSES: We have started with vocational courses for our Economically disadvantaged children that will help in skill development of these children. Class 7 attends the vocational programme that is based on training on fixing electrical gadgets. Class 9 is undertaking a Tally programme to understand all about GST and accounting. The programme is being conducted by our very own Old Boy and parent.

PHOTOGRAPHY EXHIBITION: St. John’s Photography Club organizes its Photography Exhibition, every year wherein children click photographs that move them and these photographs display various emotions, colours and expressions that are captured in the photographs.

INTEGRATED CURRICULUM

ALONG WITH UNDERSTANDING AND ACTION-BASED LEARNING CLIP (THE CREATIVE LEARNING INTEGRATED PROGRAMME): The CLIP was initiated in the year 1997 with the sole objective of making learning interesting and burden free for our young Johnians. The traditional system of books was replaced by worksheet booklets and quarterly interdisciplinary books. An interdisciplinary approach is applied to the theme selected for the session to give relevance to what the children are learning. The printed material along with audio-visual aids form the basis of learning. This programme has been highly appreciated by the parents. Both, teachers and parents, have found this system extremely beneficial for the child especially as it is not stagnant but can be tweaked periodically to suit the learning needs of the children. For a smooth transition to the senior classes, children are also given practice to work in notebooks.

INTERDISCIPLINARY EDUCATION: An Interdisciplinary approach is used for teaching purposes. To inculcate and weave in a concept from another subject into their subject, teachers explore a common platform which enhances the learning experience. Children learn to relate the concepts with real life situations as well as they get to see how these concepts apply to other disciplines as well. This gives an opportunity to the teachers to discuss and learn from each other, thus fostering their knowledge of other subjects and the concept of relativity. We all are always on the LEARNING CURVE!

ENGLISH SPEAKING FOR EWS CHILDREN FROM CLASS 2 TO 5 (SUMMER CAMP): It has been in operation for the last 2 years. The students are taught how to interact and pray. They also learn many tips on basic manners and etiquette. They are taught the art of reading and most of all, understanding what they read. Their practice sessions on pronunciation utilize the “SONDAY” System. Multimedia presentations on English grammar are shown and the students learnt listening and speaking skills by listening to the CDs on the CD player. The students gain confidence by practicing asking questions of each other on any topic or on the story that they read and answering them. The use of articles is vigorously practiced.

Students practice the “Show and Tell” activity and are also able to find 5 words of each alphabet from their old text books, story books and even from what vocabulary they already know. Brain Gym exercises. are mostly liked by the student

i. Consent is taken from the parents.
ii. Teachers volunteer to take these classes.
iii. A curriculum is prepared before the camp including curricular as well co-curricular activities.
iv. Material required for the classes is collected by the teachers before the camp.
v. Classes are held in batches of small groups. Teaching material needed for the classes is distributed to the teachers well in advance so that they can familiarize themselves with the curriculum. Small groups are made so that every single child gets proper attention by the teachers and is catered to nicely.

PRACTICAL LESSONS and ACTIVITY BASED LEARNING: St John’s is a high tech school! We provide students with a lot of practical work in the fully furnished and equipped laboratories. We have a Physics, Biology, Chemistry, Math and Computer laboratory. The GEOLOGY MUSEUM of the school has a rare and fabulous collection of stones and rocks collected by the Late Br. Meredith, a Christian Brother of Australian origin who collected minerals, rocks and fossils during the decades he was in India. There are

some stones in the museum that are not even there in the Punjab University! The SCIENCE PARK is also a great source of information about various scientific principles like conservation of energy, persistence of vision, Archimedes screw etc. through apparatus that has been installed in it.

PARTICIPATION IN NUMEROUS ACTIVITIES: It is of utmost priority to treat children with equality and give them equal opportunities to showcase their skills and talents. It is ensured that every single child including the EWS children participate in all the school activities and programmes. At times they need a little push and a bit of encouragement from others which is provided not only by our teachers but also students. House shows are a great way of ensuring that every single child has an opportunity to showcase his particular set of skills.

SMART BOARD CLASSROOMS: Right from the junior most class, KG to the senior most, class 12, all are installed with Smart Boards that are actively utilized by the teachers to involve children in the teaching learning process. We are all visual beings and absorb more when we register something through visuals. Kids love their Smart Board classes and look forward to them. Teachers prepare their lessons on Smart Boards in advance.

REMEDIAL CLASSES: Every month an analysis of the performance of children in academics is done in order to tap those children who are not able to cope. Special remedial classes are organised wherein teachers conduct conceptual learning classes for clarity of basic concepts progressing to teaching them the smart way of attempting their assessments in terms of how to attempt a paper, making points, highlighting important portions, neat handwriting, labelling of diagrams, maps and graphs etc.

INTEGRATION OF ENTREPRENEURSHIP INTO EDUCATION THROUGH FACULTY

COMMERCE GROUPS: The senior secondary staff has initiated the concept of Commerce groups wherein children will be guided to form companies. Once the companies are formed, they will procure goods from the market or produce the same and then sell the products in the school. The companies will earn profits and at the end of the year, when the companies are dissolved, they will divide the profits among all the shareholders. My staff is looking at starting with 2 companies to begin with.

FIELD VISITS: The students are taken for field visits to various institutions and organizations like, INFOSYS, District Forum, Banks, Corporate Sector etc. to give them a glimpse into the real world of the working sector.

COALESCE AND VISITAVITY: The senior secondary classes of the commerce section organise an Inter school Business, Science Quiz and Sociology based competitions every year that test the contestants’ awareness about business personalities, logos, acquisitions, mergers, the Banking sector, social issues like dowry, child labour, education for all, Millenium Goals etc. Children are given opportunities to organise events which helps bring out their leadership skills. These are grand events wherein we have participants from different schools of the Tricity, Chandigarh, Panchkula and Mohali. Our kids organise everything from planning the seating arrangements to organising stationery for the participants, designing the awards and certificates, as well as the most looked out for – the eats!

MENTORING PROGRAMME: Eminent SJOBA members (St. John’s Old Boys Association) conduct

Mentoring classes for children of class 11 and 12 to guide them regarding the future career options related to their streams and how to get there. The sessions are extremely helpful as they hear it from the horse’s mouth and have the best guide possible. They relate well with the Old Boys of the school.

PROBLEM SOLVING & CRITICAL THINKING AMIDST THE FACULTY OPEN INTERACTIVE SESSIONS

A number of interactive sessions and meetings are organized which gives them a chance to meet and learn from each other. Various seminars are conducted by the staff members themselves pertaining to subjects, classroom management, Inclusive Education etc. Every staff member is free to present a challenge being faced in the system that needs attention, and the rest of the staff looks at it as an opportunity to learn. We brainstorm and come to a conclusion. Teachers who go for workshops and seminars to the other institutions, come back and organize a seminar to disseminate the same to the school staff. It nurtures a sense of leadership skill in the staff.

SEMINAR ON ADOLESCENT EDUCATION AND LIFE SKILLS: Realizing the importance of Life skill teaching and adolescent education as being indispensable parts of education, every year St. John’s conducts.

SEMINARS ON LIFE SKILLS AND ADOLESCENT EDUCATION: The school joins hands with parents and medical experts, professionals from various fields dealing with teens and adolescents to educate children and staff on life skills.

CHILD SAFETY

FULL TIME COUNSELLORS: St John’s boasts of not one but SEVEN Counselors out of which two are also trained and qualified Special Educators. The team works together for the benefit of the children and as per the need of the situation conducts individual, parent and family counselling. The counsellors also conduct seminars and interactive sessions for children as well as staff on Inclusive Education, Ban on Corporal Punishment, a Bullying free school, HIV AIDS prevention, Life skills etc.

FAMILY COUNSELLING is unique to our school. Whole families come in after school hours, for counseling, especially if it found that the issue lies at the home- front rather than in the school.

STUDENTS GRIEVANCES REDRESSAL FORUM: Children feel that they are heard and they trust their teachers and elders even more when they know they are not judged or labelled but heard and understood. The Cell was instituted officially by the school. The principal, 2 members of the staff (counsellors) and two parents are members of the cell. It operates after school hours for 2 hours. There is a separate room for the same. Any child is free to approach and report any sort of abuse or harassment. The Principal is informed of any such case. The case is investigated and required measures are taken for the safety of the child. Confidentiality is maintained. It is very important to take each member’s point of view into consideration and investigate the matter in depth before any step is taken.

CHILD SAFETY AND PROTECTION COMMITTEE AND ANTI BULLYING COMMITTEE: This committee ensures that children are heard and their problems are catered to, keeping confidentiality as the priority and providing immediate help to the concerned child. The Cell was instituted officially by the school. Complaint/suggestion boxes are placed outside the library for the children’s complaints as well as at different points. The members meet every fortnight. The principal, 6 members of the staff (teachers, counsellors and special educators), 2 student members and two parents are members of the cell. It operates after school hours. There is a separate room for the same.

2 PROTECTION OFFICERS have been nominated by the school and trained by the Brothers to handle all Child Abuse Cases in the school. Any child is free to approach and report any sort of abuse or harassment. The Principal is informed of any such case. The case is investigated and required measures are taken for the safety of the child. Confidentiality is maintained.

STUDENTS COUNCIL: The students are free to approach the authorities in case of serious concerns and any discomfort. A special council called The Students Council consists of the school captain, school sports captain, four house captains and four house vice captains. The Student Council addresses various issues of the students at their level in consultation with the authorities of the school for their guidance and assistance. Children learn to resolve issues amongst themselves in peaceful ways. Children of the Student Council act as role models for other children.

CHILD PROTECTION POLICY IN SCHOOL: The Christian Brothers, who constitute the school’s Management, also conducted a workshop and assisted the school in formulating a written policy for the protection of children against all sorts of abuses like, physical, mental, emotional etc. Teachers formed groups and targeted different situations and areas where children are most vulnerable and susceptible to danger and abuse. Brainstorming sessions were conducted and every group came up with measures to ensure the safety of children in different situations and places. All the suggestions were put together and a policy was formulated wherein measures to be taken to ensure the safety of our children were consolidated and implemented with immediate effect.

SEMINARS ON CORPORAL PUNISHMENT: Seminars are conducted time and again by the Christian Brothers as well as our teachers. Teachers feel safe and empowered as there are members in schools who are fully equipped to deal with such situations and cases reported and can also further guide teachers and students on sensitive issues like this. Selected staff members are trained by professionals to further train their staff and colleagues. They are equipped with necessary information about the legalities involved. Trained staff holds seminar and workshops to spread awareness among other staff members and children. Presentations and printed material is used to assist learning. Brainstorming sessions are conducted. Feedback is taken to evaluate the efficiency of the programme. Implementation of the learnt knowledge in terms of practice will ensure that a safe and secure environment exists for all.

Education for Peace and Justice is education for life, understanding that if we respect each other, we ultimately are serving God. Education is an extremely powerful weapon and by creating awareness about these sensitive issues, we are not only educating but empowering people to fight for the right. Ultimately teaching is not a profession but a calling and it is our responsibility to serve and empower the nation’s youth.

FEEDBACK BOX: The feedback boxes have been put up at various places in the school for the children to write and put their concerns in. Children are guided to keep their identity anonymous when putting in their concerns and suggestions. The boxes are regularly opened by the Protection Officers of the school and the issues and complaints are looked into and addressed through a proper channel.

THE RIGHT APPROACH: The right approach to be followed by students and parents to resolve any kind of conflict or concern is printed and presented in a pictorial form for enhanced clarity. The right approach is: Step 1: Class Teacher Step 2: Counsellor Step 3: Coordinator Step 4: Principal

LEARNING AND COUNSELLING CELL: For those with special learning needs, the Learning Centre in the junior School and the counselors and special educators in the senior school employ specially designed learning techniques to help them surmount these challenges. The students are free to connect with the counselors to address their personal issues and concerns. Parents also seek help from the counselors to address their concerns regarding their children. Family counseling is unique to the school’s approach to resolving issues. Students with learning disabilities are provided all sorts of privileges as prescribed by the CBSE and those with behavioural, emotional or other problems are dealt with, in a sensitive manner in collaboration with the parents. Counsellors act as patient listeners who are non judgemental and ensure confidentiality to the child and the parents. This sort of a strong and trust based bond between the counselor and the other party helps resolve issues and empowers children to take sensible decisions and behave appropriately with others. It instills in them a sense of confidence and helps them to get in touch with their inner self.

GROUP WORK AND DEVELOPMENT OF SOCIAL SKILLS AMIDST THE FACULTY

St. John’s is an extended family, a family in which we stands for each other. It is not a One Man Show. It is the efforts of all the members of this team that work towards the upliftment and betterment of the children under its care. Work is finely divided and delegated in our school. We realize the skills and talent of every member and thus give them opportunities to lead and contribute to the best of their skills. I have initiated a number of practices that keeps us humble in terms of opening ourselves to learning from others without EGOs or any mental barriers. We are all equal and need our time in the limelight! I have initiated

INTERACTIVE SESSIONS: A number of interactive sessions and meetings are organized which gives them a chance to meet and learn from each other. Christian Brothers from time to time conduct seminars and workshops for the faculty members to enable them to get in touch with themselves and take time out from the busy schedules. Their sessions are very enlightening, relaxing and energizing at the same time. They boost you up! Various seminars are conducted by the staff members themselves pertaining to subjects such as Classroom Management, Inclusive Education etc. Teachers who go for workshops and seminars to the other institutions, come back and organize a seminar to disseminate the same to the school staff. It nurtures a sense of leadership skill in the staff. We have had professionals conduct seminars on Disaster Management, First Aid, Life Skills, Multiple Intelligence and Learning styles etc. for the staff to empower them with the knowledge and awareness needed to deal with situations in the most appropriate manner.

SHARING ROUTINE: Every Friday is a sharing day wherein staff members discuss their achievements, challenges, how to overcome challenges and any creative method of teaching used by a teacher that made a difference is discussed. This interaction helps them to have an insight into their own practices and how one can learn from the successes and challenges of other people.

REGULAR MEETINGS: The staff is brought together on 1 day in every week, other than Friday wherein I recognize the special efforts made by the faculty members and their achievements.We also share the happiness of a staff member’s child’s admission in a university, getting a job, marriages and births in families. We are an extended family and we not only stand for each other in happiness but in times of grief as well.

NON INSTRUCTIONAL DAYS: Non Instructional Days (NIDs) are used for the staff meetings on subject enrichment, teaching methodologies and any other important agenda that needs attention.

INTERDISCIPLINARY EDUCATION: An interdisciplinary approach is used for teaching purposes. To inculcate and weave in a concept from another subject into their subject, teachers explore a common platform which enhances the learning experience. Children learn to relate the concepts with real life situations.

This gives an opportunity to the teachers to discuss and learn from each other, fostering their knowledge of other subjects and the concept of relativity. We all are always on the LEARNING CURVE!

BUDDY SYSTEM: A new entry in the staff is given a buddy to work with who familiarizes the new staff member with the school policies, educational system, rules and regulations, expectations as a teacher and guides the new member step by step until the member is comfortable and independent enough to carry on from there.

ALWAYS OPEN TO SUGGESTIONS: I like to take a back seat at times, and give others an opportunity to lead. My staff is very talented and gifted. We always take a decision after we have discussed the matter with the faculty, keeping ourselves open to suggestions, improvements and even criticism. I always tell my staff “look for solutions, not for problems”. They have the liberty to express themselves. This openness enhances the trust factor amongst the staff members.

HOUSE SHOWS/ SPORTS DAY AND OTHER EVENTS: Every house presents an annual show which contains dances, songs and plays based on a particular theme. We don’t get professionals to train our children. Our teachers volunteer to train our children as per their own gifts and talents. Teachers work as a team, displaying their loyalties towards their houses. The end result is a spectacular show and most importantly, the exceptional bond between the teachers and the students. By the way, in our house shows, it is mandatory for every child to participate, thus the teachers have to tap the talent of every single child and ensure his participation. Even for the Sports Day, teachers work together as a team with their children, teaching them about positive competition and that winning is not everything. The most magnificent thing is that teachers from different houses also help each other because ultimately it is the school’s event and that we are representing St. John’s!

COORDINATORS AND SUB COORDINATORS: We have class coordinators, subject coordinators and event coordinators who act as team in charges responsible for putting their teams together for the projects given. They lead their groups, giving equal opportunities to their team members to contribute to the project. The coordinators represent their groups. We change coordinators every year, so that every person gets a chance to become a leader.

COLLABORATIVE & COOPERATIVE LEARNING PROJECTS FOR FACULTY DEVELOPMENT

ALWAYS ON THE LEARNING CURVE: A lot of my teachers want to enhance their qualifications and thus we always provide the needed support to the teachers who apply for various educational courses and degrees. I believe that education is all that stays till the end and it is never enough. I encourage my staff to go in for certified online courses and other correspondence courses that will not only benefit them but the children as well.

LEFT HANDERS: Special care is taken of the children and staff members who are left handed and it is ensured that they are seated on the left side of the benches. This helps in the unrestricted, uninterrupted and free movement of the hand.

FOSTER PARENT PROGRAMME: In a unique initiative which will go a long way in establishing a rapport between the teachers and the students from the Economically Weaker Section. Every teacher has adopted two EWS students as her sons in school. The teacher looks after the overall performance which includes academics, co-scholastic, value education and personality development of the child. Teachers also visit their homes voluntarily to develop a comfort level with the families of the EWS students by showing concern and making an effort to understand them so that we can render help in the best possible manner also developing a great bond between the teacher and the student. It has been observed that as per the feedback of the teachers, these visits are proving to be a great eye opener for all of us.

HOME VISITS: Home visits are done by teachers of academically weak children from the general, especially EWS category. This gives a personal touch to the whole approach and even the parents feel secure that their children are being looked after. The home visits help teachers to get to the root of the problem if any that is leading to the downfall in the child’s performance.

ST. JOHN’S GENDER SENSITIZATION AND INTERNAL COMPLAINTS COMMITTEE (SJGSICC): It has been formed with teachers and parents as well as members from the legal background. The school aims to ensure the safety of its members and a seminar was conducted to make everyone aware of this cell and how one can approach the cell to report any misconduct, abuse or harassment. It gives everyone confidence and a sense of security in the workplace.

SUGGESTION BOX: The suggestion boxes are planted at various prime locations in the school campus for the convenience of the children. Children are encouraged to put in their concerns, confidential issues that need to be addressed, suggestions and even their favourite practices in the school. All this keeps us in constant touch with those who are not very open in their expression and prefer to write and put in the box. We like to call them Happy/Sad boxes!

SEMINARS OUT OF STATION: We like to give opportunities to our staff to expand their knowledge and skills by allowing them to participate in seminars and workshops conducted out of station. The teachers are so hard working and meticulous that they ensure that their work is designated to somebody so that the classes do not suffer in their absence. I am blessed to have such a dedicated staff!

EDUCATION ACCENTUATING SOCIAL RESPONSIBILITY AND SAFEGUARDING DEMOCRACY

SPIRIT OF TRANSPARENCY: I will proudly say Yes, we have a lot of transparency in our system that ensures that all the stakeholders are equally aware, responsible and involved. The spirit of transparency is paramount in our school. All the decisions are taken in the interest of the children, promising their safety and development. Our children are brought up in an environment of JUST FREEDOM, which means that they are given freedom that comes with responsibilities. Right from KG, the sense of independence and dutifulness is instilled in them that progresses into leadership skills by the time they reach senior classes. Our school Motto, “PRO DEO ET PATRIA-FOR GOD AND COUNTRY” goes beyond the boundaries of the school. We teach our children to become global citizens who will make a difference in society. Our parents are actively involved with the school and thus are free to approach us anytime for the purpose of development of the children and betterment of the institution on the whole. They are our CRITICS. We respect their questions as well as suggestions for improvement and try to involve them to ensure a sense of satisfaction that what the school does is for all and not for one. Any parent is free to seek an appointment with either the teaching staff or the Administration and all suggestions are entertained.

EQUAL STAKEHOLDERS OF THE SCHOOL: Like I mentioned, our children, parents, teachers, management and other staff, all equally contribute to our mission of reaching out to those at the margins and ensuring education for all. We dedicate ourselves to transforming children into leaders of tomorrow and above all making them good human beings.

THE EXCEPTIONAL TEAM OF 5 COUNSELLORS AND 2 SPECIAL EDUCATORS: Counsellors in the junior as well as the senior school guide students when they are in need of someone to share their feelings with. Counsellors provide a non-judgmental environment to the children wherein they can share their feelings, experiences and viewpoints without being labelled. Counsellors ensure confidentiality as that is the first principle of counselling. Individual as well as family counselling after school hours is also conducted. Our Special educators are RCI (Rehabilitation Council of India) certified and are doing a fabulous job with the children with special needs (CWSN). The syllabus is modified, special worksheets are made and assessments are done accordingly to bridge the learning gap and bring them at par with the other children. Special classes are conducted wherein the special educators teach using their child specific teaching methodologies according to the learning capacity of the child.

REGULAR MEETINGS WITH THE PARENTS: Teachers as well as counsellors stay in constant touch with the parents to discuss the development and also the weak areas of the children. Parents are called in for special meetings apart from the Parent Teacher Meetings to discuss any issue that crops up and requires immediate attention. PTMs are an opportunity to stay in constant touch with the parents so that teachers and parents work as a team, walking on the same guidelines for their children, thus allowing for no scope of discrepancy.

STUDENT COUNCIL: The students are free to approach the authorities in case of serious concerns and any discomfort. A special council called The Students Council encourages children to resolve issues amongst themselves in peaceful ways. Children of the student council act as role models for other children.

DESIGN & DELIVERY OF A LEARNING ECOSYSTEM WHEREBY HIGHLY PERSONALIZED LEARNING

ACCOUNTING IS DONE FOR EACH INDIVIDUAL’S PERSONAL GOALS

EDUCATION FOR ALL: For the last 15 years (well before RTE was even conceived of) the school has been actively including Indradhanush children, (i.e. children belonging to the Economically disadvantaged group) as equal shareholders of the school as they are very much a part of the regular school and are given every right and privilege they deserve to have as members of the St. John’s family.

THE PREP: The children from the Economically Disadvantaged Group (EDG) are admitted into the school a year before the other kids, so that they can be groomed and brought up to scratch academically, before being integrated into the mainstream the following year. This programme is undertaken to make the EDG children learn the basics of the English language and to make them understand simple words so that they can use them in their everyday conversation like: Please, Sorry Thank you. From the beginning of the academic year the English language comes into operation and continues till they are well versed with the words with correct pronunciation. The boys’ vocabulary is enriched and this helps them to be integrated into the mainstream with ease. They, in turn, go home and teach their parents how to speak in English and correct them if they go wrong. Students are taught with the various concrete teaching materials so as to clear their concepts. Their concepts are cleared at the beginning to make sure that their overall development takes place. It helps to make the prep boys come to the level of the mainstream boys in KG. Alphabets big and small are recognized by them. They are made well versed and equipped with their phonetics. Concepts are made clear and a lot of repetitive work is done to ensure that learning is concrete. Oral work is done in Hindi and then in English. Teachers do not proceed further until the children’s concepts are crystal clear.

The school practices INCLUSIVE EDUCATION in terms of not only including the EWS children but also the differently abled children. The school takes every initiative to make these children equal and active members of the school. The differently abled children are given all the necessary privileges that are described in the rule book of the CBSE for such children, like providing extra time during assessments, choice of opting for 1 language instead of two, and choice of subjects other than the regular curriculum for classes. Special assessment papers are also formed by teachers for these children keeping in mind their strengths and weaknesses. Inclusive education is the need of the hour and the educational system of the country is battling issues related to the education of children with special needs in regular schools. Differently abled children are gifted and talented in their own special ways. It is essential that these children are given a chance to be at par with society and lead a dignified life. St. John’s High school proudly practices Inclusive Education in its true sense. St. John’s has a dedicated Inclusive Education committee which includes a team of 5 counsellors, 2 special educators, the Principal and general teachers. The teachers and children are being regularly sensitized about the needs of the children with special needs like hearing impairment, visual impairment, physical disability, learning disability etc. by the team of counsellors and special educators. The team organizes regular an interactive sessions with the teachers of the school to: sensitize them on Inclusive Education and how to identify the differently abled children and how they can be included in the regular classrooms and supported with the help of collaborative teaching and learning practices in a regular classroom setup. Peer tutoring, collaborative participation in academic and co- curricular activities are the factors that can contribute to mainstreaming of these children without inhibitions. The same team also visited the Resource room of GMSSS-8, Chandigarh for an enhanced learning experience on Inclusive Education and to further sensitize their staff and children. This was done with a motive to teach our teachers and children to empathise with the differently abled children and not sympathise with them. A curriculum has also been put into place wherein all the classes are apprised of the challenges faced by the special children and how society can lend a helping hand to make this world a better place for all, where all get equal treatment. The school had also prepared a modified curriculum for children with special needs that was presented to the Central Board of Secondary Education. The school aims to begin a wave of change that will contribute to the making of a society that will be sensitive and empathetic to the needs of all.

HOUSE SHOWS HOUSE SHOWS: organized around a Value Based Theme are put up for parents every year. Every house puts up a magnificent show and various performances like a skit, play, dances, singing performances etc are organized. Participation of each child is mandatory. This year’s theme was, “Atithi Devo Bhava”. Kids from the various institutes, PARTICULARLY CHILDREN WITH SPECIAL NEEDS that are a part of the school’s Outreach Programme, also participated with our students. It was a proud moment for the school as these gifted children from various institutes enhanced the whole experience of the shows.

IN A MILLION WORDS PROFORMA: In a Million Words Proforma is filled in by the parents in the beginning of the year to give the teacher a glimpse into their child’s strengths, improvement areas, medical concerns etc. This enables the class teachers to know their children better. Teachers go through their children’s proformas very carefully so that children can be given opportunities based on their unique talents, can be given extra help and guidance in areas of improvement and special care is taken of the children with medical conditions so that one is prepared for an emergency situation in terms of immediate help.

SEMINARS AND WORKSHOPS: A wide range of seminars and workshops are organised for the students on topics like, citizenship, cyber safety, drug and alcohol abuse, career and vocational guidance etc. Interactive sessions for the staff are also a regular feature in the school. Every month NIDs (Non Instructional Days) are planned wherein the staff comes in to attend and participate in the sessions. Various topics like Safe working environment, teaching methodologies, teaching children with special needs, Inclusive education, Ban on Corporal Punishment, Disaster management, instilling positive discipline etc. The staff is sent for various seminar and workshops to other institutions and organisations and the staff further disseminates information to the rest of the staff when they come back. This ensures that each individual gains on the learning experience.

SJOBA: A unique feature of our school is that SJOBA (St. John’s Old Boys Association) conducts a Vocational guidance seminar for the students of the senior classes every year to guide them for future ventures. Eminent SJOBA members who are doing extremely well in their fields of expertise volunteer to interact with the students and give them information pertaining to availability of different and an array of fields to be chosen from, method of application, further study patterns and universities etc.

MENTORING PROGRAMME: Eminent SJOBA members (St. John’s Old Boys Association) conduct Mentoring classes for children of class 11 and 12 to guide them for the future professional options related to their opted streams and how to get there.

PARTICIPATION OF CHILDREN IN EVENTS SUCH AS SPORTS AND CO-CURRICULARS: Our children are very gifted and we believe in providing them with opportunities to polish and further explore their talents. Children who play at the State, National or an International level have to commit to their respective sports and go for their competitions due to which they are unable to attend school on a regular basis. Thus we provide these children with remedial, extra classes when they are available so that they can catch up on their academics. We understand that these children are gifted and are bringing laurels to their Alma Mater, thus they are recognised in assemblies so that other children can look upto these children and are achievement motivated.

OPPORTUNITIES TO CHILDREN TO CONDUCT EVENTS: Children are given opportunities to organise events which helps bring out their leadership skills. For example Classes 11 and 12 organise inter school events like COALESCE (Commerce based) and VISITAVITY (Sociology based).

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

ALMOST 300 CHILDREN FROM THE EWS ARE FULLY INCLUDED INTO THE SCHOOL FROM CLASS KG TO CLASS 12: This initiative has been in operation for the last 15 years. St John’s being a minority institution is under no obligation to induct the children from the EWS into the school, but it has chosen to actively do so as it believes in the mission of its founder, Blessed Edmund Rice, who gave up a life of wealth and luxury, to teach children from the slums. Consequently, the school receives no compensation for the EWS children under its care, but that has never been a deterrent. For the last 15 years (well before the RTE was even conceived of) the school has been actively including Indradhanush children, (i.e. children belonging to the Economically weaker section) as equal shareholders of the school as they are very much a part of the regular school and are given every right and privilege they deserve to have as members of the St. John’s family. The St John’s family is a family that eats together, laughs together and stays together. The EWS children are admitted into the school one year before the mainstream children.

This is done in order to provide these children with suitable training so that they can be seamlessly included into the mainstream the following year. During the year they are not only given academic training, but are also taught hygiene, etiquette and manners. The school extends support in terms of stationary, uniforms, waiver of school fees, nutrition, health programmes and emotional support to these children. They are given free membership to the Sports academies and outstanding sportsmen receive support in terms of training and nutrition. Uniforms are provided to the EWS students. All notebooks and textbooks are issued to these students free. Students of the prep and KG class who are from the EWS are given milk and fruit every school working day. Every student (EWS and mainstream) of the school undergoes an annual health check up organized by the school and the govt. medical team in charge of the school health programme. This includes a general check up as well as dental check up. Follow up is done for any student with health issues. The support continues even after they leave school in terms of scholarships as well as other financial aid. The Alumni are now on standby to provide them with suitable job opportunities once their academics/training has been completed.

INCLUSIVE EDUCATION FOR THE DIFFERENTLY ABLED: The school practices Inclusive Education in terms of not only including the EWS children but also the differently abled children. The school takes every initiative to make these children equal and active members of the school. The differently abled children are given all the necessary privileges that are described in the rule book of the CBSE for such children, like providing extra time during assessments, choice of opting for 1 language instead of two, and choice of subjects other than the regular curriculum for classes. Special assessment papers are also formed by teachers for these children keeping in mind their strengths and weaknesses. Inclusive education is the need of the hour and the educational system of the country is battling issues related to the education of children with special needs in regular schools. Differently abled children are gifted and talented in their own special ways. It is essential that these children are given a chance to be at par with society and lead a dignified life.

St. John’s High school proudly practices Inclusive Education in its true sense. St. John’s has a dedicated Inclusive Education committee which includes a team of 5 counsellors, 2 special educators, the Principal and general teachers. The teachers and children are being regularly sensitized about the needs of the children with special needs like hearing impairment, visual impairment, physical disability, learning disability etc. by the team of counsellors and special educators. The team organizes regular interactive sessions with the teachers of the school to: sensitize them on Inclusive Education and how to identify the differently abled children and how they can be included in the regular classrooms and supported with the help of collaborative teaching and learning practice in a regular classroom setup. Peer tutoring, collaborative participation in academic and co-curricular activities are the factors that can contribute to mainstreaming of these children without inhibitions. The counselors and I have had Interactive sessions with the Heads of the Psychiatry Department of the governmental Post Graduate Institute of Medical

Education and Research, Prof. Savita Malhotra and senior Psychiatrist, Dr. Aadarsh Kohli and from GMCH, Sector 32, Chandigarh, Dr. Chawan (Head of the Psychiatry department). The aim has been to set up channels wherein our children can be assessed quickly and where we can tap into their expertise to provide resource persons for seminars.

COMMUNITY OUTREACH PROGRAMMES: We engage students in various outreach programmes, and the basic aim of these programmes is to sensitize children with some important issues of society. Different classes go to different places to conduct their outreach. The Outreach Programmes of our school involves each class taking up a unique project like:

Class KG and 1: Animal Adoption Supporting and participating in the national efforts to conserve the endangered and rare species of wild fauna, St. John’s consecutively has been adopting zoo animals of Chattbir zoo from past three years.

Class 2 – VISIT TO THE OLD AGE HOME, SECTOR 15, CHANDIGARH: Our children plan activities that can be enjoyed with the elderly.

Class 3 – INSTITUTE FOR THE VISUALLY IMPAIRED: The students interact and share their experiences with the children of the school.

Class 4 – ASSOCIATION WITH GOVERNMENT SENIOR SECONDARY SCHOOL, SECTOR 26, CHANDIGARH: Our class 4 boys and teachers conduct an English All the Way programme with the class 4 students of that school.

Class 5 – ASSOCIATION WITH DON BOSCO SOCIETY: They work with children from slum areas of age group of 5 to 14 years. Our students teach them reading skills, Art and Craft and dance.

Class 6 – ASSOCIATION WITH VATIKA, THE INSTITUTE FOR THE HEARING IMPAIRED: Their children are involved with us in our school programmes. Also their trained staff comes in to teach our children Sign Language.

Class 7 – KHELSHALA (An NGO for the underprivileged ): Class 7 is involved in teaching English to the kids of an NGO called KHELSHALA. These kids come to our school every week to be part of this educative program.

CLASS 8 – BLOOD DONATION CAMPAIGN WITH THE ROTARY CHANDIGARH AND GOVERNMENT SENIOR SECONDARY SCHOOL, SECTOR 26, CHANDIGARH: Class 8 is actively promoting and sensitizing people on saving lives by donating blood. They also partner with the Government School in Sector 26 and conduct an English All the Way programme for their students.

CLASS 9 – BIG BUDDY PROGRAMME: Big Buddy Classes (extra I hour tutorials) classes for the junior as well as the senior school students from the Economically Weaker Section of society, after school hours. Class 9 students take Big Buddy classes in the junior school to teach and guide the junior school EWS children.

Class 9 has also joined hands with GRIID, GOVERNMENT REHABILITATION INSTITUTE FOR THE INTELLECTUALLY DISABLED:The students from the institute are partnering us in our House Shows and performed with our children on stage.

CLASS 10 – TRAFFIC AWARENESS PROGRAMME IN ASSOCIATION WITH TRAFFIC POLICE, CHANDIGARH: Class 10 undertakes regular activities under the able guidance of the Chandigarh traffic police like, awareness campaigns on traffic rules and regulations, road safety etc. HOUSE SHOWS organized around a Value Based Theme are put up for parents every year. Every house puts up a magnificent show and various performances like a skit, play, dances, singing performances etc are organized. Participation of each child is mandatory. This year’s theme was, “Atithi Devo Bhava”. Kids from the various institutes, PARTICULARLY CHILDREN WITH SPECIAL NEEDS that are a part of the School’s Outreach Programme, also participated with our students. It was a proud moment for the school as these gifted children from various institutes enhanced the whole experience of the shows.

JOHNIANS FOR JUSTICE- Learning through doing Johnians for Justice, the social justice group of the school, has identified two global issues – Environment and HIV/AIDS. They work towards sensitizing and creating awareness among the general public. Their motto is “Walk the Talk”. Johnians for Justice (J4J) organized a three day long Anti Cracker campaign to bring out the dark reality behind dazzling fireworks. Not only is burning firecrackers hazardous to the health and causes irreparable damage to the environment but it also violates the law by employing child labour. As responsible citizens of the community, Johnians pledged that they would have a cracker free Diwali and also educated youngsters and adults about the same. The campaign was organized in the school campus as well as in the Sector 17 Plaza, Chandigarh. They were joined by students of Carmel Convent and Sacred Heart Senior Secondary school. Around 150 students were present for the rally. The colorful banners and pamphlets educated people about the wasteful extravaganza, environmental pollution and risk of accidents. Diyas were distributed to symbolize light and also to encourage the country’s indigenous industry as exhorted by our Hon’ble Prime Minister. This also formed part of the school's Swachh Vidyalaya Abhiyan. An anti-cracker Diwali message was also sent to the entire school community through email.

9 IS MINE CAMPAIGN – AN INTERNATIONAL CAMPAIGN THAT GIVES A VOICE TO THE VOICELESS Br. Steve who is closely associated with St. John’s initiated the 9 Is Mine campaign in our school. He took the campaign to an international level and visited Geneva, The United Nations, to voice the voices of the children who were urging the government to give 6% of the GDP for education and 3% of GDP for health.

FUTURISTIC SELECTION OF SUBJECT CONTENT

The syllabi, textbooks and teaching practices in our school are based on the National Curriculum Framework. The whole system is based on creative teaching and learning without burden.

THE CREATIVE LEARNING INTEGRATED PROGRAMME (CLIP): The CLIP has the sole objective of making learning interesting and burden free for our young Johnians. The traditional system of books was replaced by worksheet booklets and quarterly interdisciplinary books. The printed material along with audio-visual aids form the basis of learning. An interdisciplinary approach is applied to the theme selected for the session. This programme has been highly appreciated by the parents. Both, teachers and parents, have found this system extremely beneficial for the child. For a smooth transition to the senior classes, children are also given practice to work in notebooks. This programme helps resolve the problem of heavy bags for the little ones.

VALUE BASED EDUCATION: Value Based Education has been an integral and important part of the school curriculum since the beginning i.e. for the past 53 years. Value Education classes are organized to inculcate values in our children. All the activities are connected with value education as an important component for the holistic development of all children. A brief glimpse into other various values that the children are taught are: Achievement, Adaptability, Ambition, Positive Attitude, Awareness, Caring, Commitment, Community Involvement, Compassion, Competence, Conflict Resolution, Continuous learning, Cooperation, Courage, Creativity, Enthusiasm, Ethics, Excellence, Fairness, Family, Forgiveness, Friendships, Teamwork, Generosity, Health, Honesty, Humility, Independence, Integrity, Initiative, Leadership, Listening, Making a difference, Patience, Perseverance, Reliability, Respect, Responsibility, Safety, Self-discipline, Success, Trust, Vision, Wellbeing, Wisdom etc. The children are taught these values through their subject content wherein a value is learnt from every chapter or topic that is discussed in class. A value based question is asked in order to enhance their understanding of the importance of values in daily life.

This year the UNITED NATIONS DEVELOPMENTAL GOALS have also been incorporated into the syllabus of each subject so that the children are aware of what the country strives to achieve by 2020.

EACH MONTH IS LINKED TO A VALUE: The school also adopts a “Theme for the Year” which is broken up month wise. This is in their school diaries and is reinforced through the learning material as well as other activities like Bulletin Board Competitions. In 2017-18, the theme adopted is “The Fundamental Duties” and the monthly values are based on this theme. The monthly values are:

To strive towards excellence
Renounce practices derogatory to women
Cherish and follow the Noble Ideals
Defend your country
Development of Scientific Temper
Safeguard Public property
Abide by the Constitution
Save our Heritage, save our pride
To protect the integrity of the country
To promote the spirit of common Brotherhood
To protect and improve the Natural Environment.

LIFE SKILLS EDUCATION: Life skill education is directed towards the development of the child’s fullest potential. We provide immense opportunities to children to explore themselves through our: Outreach Programmes, School Assemblies, Bulletin Board Competitions, House Shows, SJOBA Debates, Organizing Fetes, Sports Day, Class Canteens Sports Inter-school competitions etc. that imbibe values like self-confidence, responsibility, sensitivity, communication skills, positive attitude towards others…the list is endless. Students are also reinforced for their positive approach towards the school and school programmes. The Life Skills are taught to the children through:

Involvement in Community Service (Outreach Programmes)
Assistance to peers in class. We like to call it the BUDDY SYSTEM. All new students, weak students, EWS (Economically Weaker Section) children are provided with a buddy in class to help them cope with the syllabus
Undertaking duties given by teachers in and outside class with full responsibility
Participation in school programmes like sports activities, house shows, inter house activities etc.
Participation in class discussions
Worksheets
Activities such as poster making, slogan writing, group discussions, dramatization, collage making competitions, debate, tree plantation, cleanliness drives etc.
Assemblies
Bulletin Board competitions
Celebration of environmental days like Vana Mahotsava week, Earth Day, World Environment Day etc.
The Value of each month is celebrated in the school assemblies
The school diary has the values for each month clearly delineated with supporting quotes, drawings and pictures
Posters for these values are made by the students that are then printed in the school diary giving them recognition for their creativity
Labour Day celebrations etc. St. John’s High school is an institution that strongly believes in inculcating values. The students of the school always stand out wherever they go because of their distinct personality and conduct.

LIFELONG LEARNING AND SOCIAL SKILLS OF FACULTY MEMBERS

I have translated my aspirations into reality by living the maxim of Leading by Example and by grounding everything I do in prayer. Compassion lies at the very heart of every Edmund Rice Institution and, as a result, every decision made is done so after keeping in mind the impact it will have on the children, the teaching fraternity, the support staff, the extended family of the school (parents and alumni) and the community at large. Every individual is unique and different and will definitely not agree to everything, but what makes the difference is when we give up our individual differences for a bigger cause and we work together as a team using that as an opportunity to learn something new. I like to give my staff a sense of independence in their field of work wherein, they innovate and I listen. I provide them with the support they need to accomplish their goals. A number of interactive sessions, meetings and high teas are organized which gives them a chance to meet and talk at ease and leisure with each other.

BROTHERS’ INPUTS: Christian Brothers from time to time conduct seminars and workshops for the faculty members to enable them to get in touch with themselves and take time out from the busy schedules. Their sessions are very enlightening, relaxing and energizing at the same time. They boost you up!

SEMINARS: Various seminars are conducted by the staff members themselves pertaining to subjects, classroom management, Inclusive Education etc.

WORKSHOPS: Teachers who go for workshops and seminars to the other institutions, come back and organize a seminar to disseminate the same to the school staff. It nurtures a sense of leadership skill in the staff.

SHARING DAY: Every Friday is a sharing day wherein staff members discuss their achievements, challenges, how to overcome challenges and any creative method of teaching used by a teacher that made a difference is discussed. This interaction helps them to have an insight into their own practices and how one can learn from the successes and challenges of other people.

WEEKLY GET TOGETHERS: The staff is brought together on 1 day in every week, other than Friday wherein I recognize the special efforts made by the faculty members and their achievements, and also share the happiness of a staff member’s child’s admission in a university, getting a job, marriages and births in families. We are an extended family and we not only stand for each other in happiness but in times of grief as well.

OUTINGS: Movies, excursions, picnics, lunches and evening social meetings are organized to bring them together in an informal atmosphere where they can just sit, relax, talk and Enjoy themselves. Not to forget, my staff loves to dance …sitting is just not an option!

FACULTY ASSESSMENT & EVALUATION OF THEIR INNOVATIVE PROJECTS & PRODUCTIONS

SING YOUR OWN PRAISES: From times immemorial, all the faculty members have been filling up a

proforma titled, “Sing your own praises” annually. They are given an opportunity to pen down the contributions made by them for the development of children as well as their efforts to further the mission of the school. Our mission is to reach out to those at the margins and to ensure that each one under our care is looked after with care and fairness.

ACR: The performance of the faculty members is comprehensively evaluated as per the Annual Confidential Report for each person which covers all the areas of performance and improvement like, academic results produced, extra duties performed, collaborative teaching with the Special Educators, work with the children with special needs, class management, number of leaves taken with reason etc. Of note is that the ACR has been designed in consultation with the staff themselves!

A STUDENT FEEDBACK PROFORMA is also filled by the students regarding the performance of teacher in terms of approachability, punctuality, expertise in subject, interest in weak students, discipline etc.

AWARDS: Teachers and other staff members are adorned with awards such as , Early Bird, for those who come early to school, Walk the Extra Mile for those who work relentlessly for their children by spending time after school hours with their kids, taking remedial classes and visiting children with humble backgrounds to encourage their families, Star Teacher for those who have worked tirelessly with their children and improved upon their performances etc. All this is taken into account for the assessment regime of the faculty members.

PERSONAL PHILOSOPHY TO FACULTY EMPOWERMENT

The school faculty makes the impossible possible! It is the team that works together for the growth and development of the children that furthers the mission and vision of the institution. Teaching is not a profession. It is a vocation. It is the only calling that truly changes lives and impacts society. More importantly.it has love at its very core. My core belief is that one must walk with the faith that whatever happens is according to God’s will, and that love works miracles. Couple this with a strong sense of fair play, a measure of creativity, a dash of humour, a touch of humility and a passion for one’s subject, and you have a teacher who can change the world!

I believe in empowering my staff with the life skills that can transform lives. They are given freedom of expression, opportunity to be leaders, and platforms to express their talents and skills. I give them a shoulder to cry on! The faculty needs to be believed in, they are all talented and have their own unique qualities, they just need that bit of appreciation and a feeling that they are cared for. I lead by example but to also take a backseat and let others innovate whilst I support. I believe in listening to and learning from the wisdom of the staff, students, alumni, management and parents. Shared leadership and responsibility is imperative in a profession where each member of the teaching faculty holds the lives of his/her students in his/her hands.

KAVITA C DAS

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