ReTHINK INDIA INSTITUTE

R. Meenakshi

WHAT MAKES ME A PROGRESSIVE PRINCIPAL

The following quality mix does make me a Progressive Principal.          

Amicability; Accessibility; Supporting Co-workers; Gladly teach and gladly learn; Always try to understand self; Empathetic Leadership; Open-mindedness and collegiality; Believe in Professional Learning and Development; Enjoy and accomplish; Intrinsic Motivator; Spread enthusiasm with a cheerful smile; Strive to create a welcoming atmosphere and maintain a suitable working culture;           Respond constructively to learner questions and comments; Help everyone to feel that their presence is important; Regularly engage in reflection; Nurture passion for teaching and keep it sustained; Hope to raise standards; Believe in lifelong learning; Try to take risk and move out of comfort zone; Celebrate even small successes; Infuse humour; Maintain awareness of tension in managing my emotions; Experience excitement and pleasure in learners achievements; Try to be ’restorative’ helping learners to feel connected and cared for; Be interested and interesting; Try to become active in professional organizations; Being a human being; Develop the capacity for spontaneity; To take my mission seriously and communicate my beliefs; Recognize expertise of all learners involved; Put in maximum effort to do my best; Cherishing and having a constant quest for improved performance; Formulate, revisit and review individual and collective values and vision; Share experiences and maintain contact with the world of ideas about education outside the school; Provide moral and practical support in times of self- doubt; As a teacher trainer be the “origin’ and motivation of others;   Emphasize upon inner self-development and relationship of internal to external self,  flexibility (actively and spontaneously adaptive); Believe in taking and transcending pain; Possess the quality of being inspired by vision and values; Reluctant to cause unnecessary harm; Being holistic, develop facility for working against convention. 

MY MISSION AS A PROGRESSIVE PRINCIPAL

The goal is to create fun and rewarding learning experiences that would last in children the rest of their learning. I am very excited to move forward in this journey. My aim is to create a purpose for learning and allow children to be thinkers, innovators and problem solvers; to orchestrate experiences that will result in a natural and integrated development of knowledge, skills and thinking. I have been leading by example, creating dynamic, caring, learning communities that value ‘the whole child.’ Our vision is to develop a range of pathways to lifelong learning. Our belief is that all children should have the opportunity to experience the joy of discovery and develop a love of learning. My only passion is to reach out to society in some form or the other with all the helping hands around in the field of Education. To facilitate a convenient and accessible support mechanism for our teachers  and from other school, the school conducts Cambridge Teacher Training courses to enable continued and quality academic-pedagogic guidance. 

As a Principal it is my dream to explore the benefits and challenges of working with schools in other countries and to identify ways of effectively supporting education for global citizenship enhancement, through our own educational practices to develop new teaching approaches facilitating active learning and reflective practice; to review some current theories of learning to help teacher understand classroom experience and practice, to look at innovation and reflection in changing professional  practices, to give a new definition to the entire teaching – learning process, to become competent in carrying out learning and development activities professionally and productively. The school has also trained ICT teachers who engage multimedia format games, interactive tools and virtual labs for ICT aided learning and also for continuous evaluation and practice  

LEARNING BY DOING

I can cite lot of examples delineating the points for the above which are as follows:  

Curriculum Guidelines

I believe in enhancing and equipping skills as an ongoing process to keep abreast of the latest knowledge, Skills and Understanding in any field, I ventured  to try out these for our own Pre-School running under the name Vels International Pre-School- Kindle Kids Curriculum. As a result I was able to bring out the Curriculum Guidelines for teachers, and published books for Playschool, Nursery, Junior and Senior.

Classroom Instructions

During my tenure as Principal for the First Generation School Learners (Vaidheeswara Vidya Mandir matriculation school, Mettur Dam, Salem District) I imparted a special learning technique “CONCENTRATED LANGUAGE ENCOUNTER TEACHING” in imparting English and Hindi as second language. I have also taken innovative practices in:  

• Peer observation    
• Support PBL (Project Based Learning)   
• Application of theatre/drama to foster creativity and imagination in classroom teaching   
• Bloom’s taxonomy poster prompts   
• Preparation of Enrichment sheets on different topics relating to the curriculum for primary grades   
• Classroom display boards/soft board display also for greater impact  of my  teaching on the students

Laboratory/Library Work

My skill development in devising exercises which serve to teach, highlight and practice concept. Programmes like  

• Reading Corner in Library – (DEAR TIME- Drop Everything And Read Programme)  
• Participation in ONE NATION READING TOGETHER PROGRAMME 
• READING JODI- An in-house school activity at the end of each term 
• Internet facility at cyberzone for research work  
• Science Labs – (Safety zones enabled) Math lab, Language lab – Remedial measures for slow learners.  

Workshops

I have also conducted workshops on topics like:             

• Integrated Learning and Environmental Studies           
• Concept Development           
• Teacher Expectation and Student Achievement  

Research Work 

Apart from that I have also provided guidelines to students of age group 10 – 14 year to undertake research work in topics like:    

• Indigenous scientific knowledge for a Better tomorrow  
• Nature let us care, share and conserve which facilitated them to win at both district and State level competitions, under the sponsorship of National children’s science congress at Mettur Dam, with First Generation Learners   
• Implementations of new teaching methodology Called concentrated language encounter teaching Techniques at the pre – primary level (LKG to I std)  
• Action research done on the above to obtain the M.Phil degree in education.  
• Overall office administration (right from file Maintenance to budget preparation)  
• Familiar with the code of regulations for obtaining Provisional and formal permission and thereafter recognition for upgrading schools for all broads of curriculum because of her experience to work with all boards of Curriculum  
• Guiding teachers to bring freshness through classroom experiments and new initiative to classroom teaching.  
• As a qualified counselor dealt with social & Psychological dimensions at special counseling session for parents, teachers and students.  
• Provided guidelines to teachers for carrying out effective team – teaching in various subjects. 
• Provided remedial measures for slow learners.  
• Capable of organising co-curricular activities for students (class activities)  
• As an academic supervisor, was successful in obtaining cent% result for the first set X (Tenth) & XII  public Exam (1993 (CBSE) Bhaktavatsalam Vidyashram, Korattur, Chennai) in the capacity of a Biology teacher.  

Assessment & Evaluation 

Bringing in Multiple Intelligence into assessment apart from teaching. The evidence that I have  mentored many teachers as Principals to enhance their leadership skills through constant innovations in teaching and leadership skills is the best example. The implementation of culminating activity – a performance of understanding – an activity based display demonstrating that children are achieving the ‘learning goals and outcomes’ as well as developing the required skills students extend, synthesize, and apply what they know to real world situation. FA (formative assessment), SA (summative assessment) through skits, surveys, interviews, questionnaires, role plays, recitations and Reinvent Kolb’s cycle to develop teaching and learning. to enable teacher-learners to be assessed for their competencies under any given situation and to be able to design, practice, assess and evaluate their own teaching- learning to develop Leadership qualities Adaptability, Resourcefulness, Initiative and Professionalism Mastered Kangaroo Kids Education Limited’s Billabong Curriculums & ICSE, ISC, CIE. 

Administrative Work

Overall office administration (right from file maintenance to budget preparation). Familiar with the code of regulations for obtaining provisional and formal permission and thereafter recognition for upgrading schools. Guiding teachers to bring freshness through classroom experiments and new initiative to classroom teaching in State Board, Matriculation, ISCE, IGCSE  and now in IB too.  

Counselling 

As a qualified counsellor I have dealt with Social and Psychological dimensions at Special counselling session for parents, teachers and students. Provided guidelines to teachers for carrying out effective team – teaching in various subjects. Provided remedial measures for slow learners.   

Academic Supervisor        

I have been organizing co-curricular activities for students as a part of class activities. As an academic supervisor, was successful in obtaining centum result for the first set X and XII Public Exam (1993 (CBSE) Bhaktavatsalam Vidyashram , Korattur, Chennai) as a Biology teacher.  

INTEGRATED CURRICULUM 

Get-togethers, Drama, anniversary and other carnivals in educational institutions must consciously promote a synthesis of various cultures in India as a modern inclusive nation. Such efforts go a long way in fostering cultural and social values in students. Hence thematic activities have been infused  and integrated  into the curriculum through International School Activities (ISA). It has been very exciting, enthusiastic, enriching and enlightening in all aspects. We involve ourselves in such activities, the varieties of hands-on-experiences which are all thematic providing a lot of scope for intellectual enrichment. 

We for the entire school community to seek novelty, venture into building long lasting relationships amongst students, parents and teachers of institutions from all over the globe.–  and our school has been adjudged  with the ISA award for continuous 6 years ;

Celebrations as teachers- as individual talents- display of letters / invitations/ organizing teachers holding different roles and responsibilities, while organizing inter-school competitions.   

To quote a few examples, I have planned and organized and integrated thematic programmes for extracurricular activities and educational projects instilling Hindu Religious and cultural features project on themes like Sindhu – The Rivers; Parivar – the family; News – Mera Bharath Mahan; Prakruthi aur Paryavaran – environment; Amalgamations; Sangrah – collections; Pancha Bootha Srishti – the elements. 

Anniversary programmes like Fairy tales; Sishujagath; Triumphalone triumphs; Navarasam; Navavidha Bhakthi; Navagrahas; Tamil Valartha Saanrorgal; Indian Dance Styles; Tamil Folk Dances; Sri Krishna Jananam; Discovery India – 2001 were held.  

Apart from the above, there is a special event called “File It“ where students engage in filming a two- minute documentary on interesting topics. The school’s heritage club involves students in mapping of local history, ecology and cultural heritage to create thinking on their local event. Participating in such events has helped out students  to become aware of global issues, connect themselves to existing or prevailing  problems  and situations, commit themselves to bring in some change locally or globally and transform the situation with needed solution.  

INTEGRATION OF ENTREPRENEURSHIP INTO EDUCATION THROUGH FACULTY

In  today’s dynamic world, there is a need for integrating entrepreneurship with education. The spirit of competition is in vogue, which has compelled the educational institutions to incorporate the entrepreneurial skills such as to decide, plan, initiate, organize and innovate and most importantly, the courage to face risk and uncertainties in the external competitive world. Understanding this, I give ample opportunities to spearhead various activities.   

At the primary level we have a model bazaar; at the secondary level we have chocolate making activity and provide a chance for selling their products where children become independent thinkers, taking responsibilities when engaged in this activity and simultaneously develop their communication skills and learn about the nuances of marketing strategies. At the higher secondary level, I went to the level of conducting the performance of results in CAT4 GL Assessment test of spatial thinking. 

On collating the results me as a Researcher came to a conclusion that effect of differentiated approach of teaching Biology to class XI with special focus on Spatial thinking skills  has definitely shown deep involvement in learning the sub and understanding of the sub and have shown a progress to a slight extent.This needs to be researched further and practiced often in terms of Three-Dimensional Spatial Visualization, Two-Dimensional Spatial Visualization, Mechanical reasoning and Abstract reasoning which could still help them in comprehending and analyzing the questions better irrespective of the subject curriculum and would help them perform better in STEM subjects.     

PROBLEM SOLVING & CRITICAL THINKING AMIDST THE FACULTY 

I can cite one example with an assessment done with grade XI students on testing with CAT GL assessment thinking on spatial skills. I did a research on the topic “Effect of differentiated approach of teaching Biology to class XI students with special focus on spatial thinking skills”. This was tried out with a special focus on finding the innate ability level of existing spatial thinking skills with the assessment tools that I was exposed to develop to perform in Physics, Maths and other Science related subjects which would require such spatial imaginations. I conducted this in a differentiated manner to enthuse them to visualize them beyond their ability level to visualize and conceptualize when things were taught in an abstract manner.  It was really nice to hear that one of my student by name Rana, from ISC , said that even though she had studied about DNA in her previous classes, she did not have a fair idea of DNA and its functions.  

DNA stands for ‘deoxyribonucleic acid,’ and it’s a fascinating molecule DNA is like a recipe that tells a cell how to create those building blocks. It’s one of two basic types of nucleic acids, the other being RNA, or ‘ribonucleic acid.’ Nucleic acids are the molecules that cells use to store, transfer and express genetic information. It’s the molecule that stores genetic information in an organism. It’s essentially providing directions… like a recipe. If proteins are like the building blocks for structures, enzymes and other cool things in a cell, I would want my students to create cells out of jelly and candies. I know this activity requires much classroom management as it could get loud. I want to try that lesson out next year but really need to think about the logistics of the “game” myself. And why not creating an edible cell with students.  

One fun thing that students look forward to at our school is cell cookies. Towards the end of the cell unit I can order large cookies from the cafeteria. The students, working in pairs, decorate the cookies with icing and candies of various shapes which represent different organelles.  

On surfing, I also got many more really great ideas from using watermelons to making huge cookies even cakes (for primary grades). Students to have each organelle labelled and had to explain briefly their function. 

With higher grades I added a little twist of relating structure and function. I also feel that is important for some students to understand how it’s all connected, which helps them remember the parts and their function. I break up a metabolic reaction into simple steps and concepts they can understand and relate it to something they’d be familiar with. 

As a continued process, this has also been tried out with many global topics like: Skill Enhancement, Belief Systems, Biodiversity & Ecosystem Loss, Climate Change Conflict and Peace, Disease and Health, Education for All, Employment, Family & Demographic Change, Fuel & Energy, Humans & Other Species, Language & Communication, Law & Criminality, Poverty & Inequality, Sport & Recreation, Technology & Economic Divide, Trade & Aid, Tradition, Culture & Identity, Transport & Infrastructure, Urbanization, Water, Food & Agriculture.    

GROUP WORK AND DEVELOPMENT OF SOCIAL SKILLS AMIDST THE FACULTY

Leadership and responsibility are two sides of a same coin, though leadership takes the front seat. A leader is not only a responsible person; he makes others realize their responsibilities too. In a team, when there is a well realized collective responsibility, it develops into a culture. In my experience it is a workable arrangement in a school environment, where I encourage people doing it joyfully. 

When a team of Swedish students visited our campus last year, I saw it with my own eyes. One teacher took up the responsibility of organizing the event; another teacher took responsibility to conduct a wonderful cultural programme. Right from the housekeepers to highest level of Dean, everyone was assigned a role and responsibility. 

The whole programme was a tremendous success. I can share many such evidences, where the culture of shared responsibilities worked wonders. Events like School Annual Day, School Carnival and Sports Day have been a tremendous success all these years because of the delegation of work that I was able to. 

Another important  concept I would to say is Team Teaching – where our teachers visit our sister schools and share our resources between school benefitting the common students and also the individual is benefitted. Other factors such as envisioning & goal setting towards bringing discipline in a structured framework; individual attitude towards a collective work-excellent infrastructure/ resources available which is progressive in our school campus; maintaining code of conduct with both students and teachers; maintaining of Log book (student & teacher); formulating school rules & regulations and implementing them are a part of our group work regime. 

UNDERSTANDING & ACTION BASED LEARNING

Vaels, as an outstanding international school, is endowed with the state of the art infrastructure facilities since its inception. However imaginatively done with futuristic ideas in mind, radicàl changes are taking place at a faster phase in the field of education beyond human comprehension. The technological changes coupled with new learning techniques makes it more interesting. Apart from the regular Blackboard, Smartboard, Teach Next, Classrooms, the laboratory and library which are the areas where self-learning takes place. The curriculum, syllabus and student demands wanted certain changes to be made urgently. We took up the challenge and made it possible to meet the needs of the learners. The playground, swimming pool – are used for various intra and inter school competitions. Apart from the regular operations, the auditorium is also used to conduct annual symposium for teachers on various topics, staff professional development activities, workshops etc. on a time sharing basis to various identified sources. This optimization of available utilities is widely appreciated. 

Learning through drama and learning through site visits are two important learning practices we have adopted during this period and it was found to be very useful. Drama as a medium of communication and method of imparting knowledge has been an ancient tool to enhance students learning. One act plays, dance drama, documentary production on thematic issues bring out the wonderful insights students have on various subjects.  

Equally helpful is site visits which bring in first hand knowledge to the students. When we discussed about water scarcity, rain water harvesting, linking of water bodies wherever we found complexity for the student to grapple with some ideas., we need to help them by adopting this technique of visiting sites, inspecting installations and interacting with the general public. Students get enthused and start asking a lot of questions. Definitely this experience of site visits is an innovative idea that has helped to address learning needs of the students. 

Teachers at Vaels International School get trained to teach different subjects through Quest, Explore, Discover experiments too. Practice makes perfection – with base concept of knowing science vs doing science experiments and nurturing memory techniques of keyword concept in science.   Diverse learning need projects presented through Puppetry, Multiple Intelligence, Artwork, Singing, Skit Presentation etc are also invoked to enhance teaching & learning.    

COLLABORATIVE & COOPERATIVE LEARNING PROJECTS FOR FACULTY DEVELOPMENT

Students are encouraged to participate  globally to contribute to the nation in the sphere of school education. To quote a few are:  

• Indo-Swedish Student Exchange Programme: Accompanied under my leadership our students went on a week long intensive academic programme with Hersby Gymnasium, Sweden which helped our students to learn, internalize and incorporate cultural expertise, ideas and opinions on learning processes of both the schools. It was also to observe and recognize differences and commonalities of societal functioning in both the countries relating to the economics, environment, the living style of people and history of places in comparison with both the countries. Children brought back some unique memories that would really enhance for the societal upliftment for our country.                                                                                                                                                    
• A TO Z – Trip to Australia:  Our students were among those who won prizes at the ‘Advance to Australia India Schools Video Competition. ‘The competition, aimed at young Indian filmmakers, conducted by the Cambridge English Language Assessment (Part of the University of Cambridge) and the Australian Trade Commission. The winners for the best Video on Creative Animation received a study visit hosted by Charles Darwin University, located in Darwin. The team which produced the best video in Marine Sciences received a study visit hosted by James cook University accompanied by me.    
• WORLD SCHOLAR CUP:  Students from Vaels International School participated in a week long Global round of WORLD SCHOLARS CUP competition held in Kualalampur, Malaysia. Students participated from countries all over the world like, America, Ireland, Hongkong, Malaysia, Slovenia, Bulgaria, Dubai, China, Korea, Japan, Singapore, etc. The students competed in rounds like Debate round, Creative Writing round, Collaborative round, etc.  They returned home with glorious victory, winning several trophies bringing laurels to school.  This international exposure paved a great platform for the students to realize their strengths that they are at par with other participants from across the globe which boosted their confidence level immensely.    
• ’THIS IS OUR TIME’ is a fast paced, multilingual and intercultural global communications project for elementary and secondary schools, initiated for and developed in cooperation with the UNESCO Associated Schools Project Network (ASPnet). The activities Time offered  were: The interactive game “Unite the Nations”, “Classroom Twinning – Blogging Activity”, “Model United Nations”, “House of Commons Debates”, multipoint “Videoconferences”. Students bagged  the Certificate of Achievement, Special Recognition & Honourable Mention in the Category “Best Picture” for the competition “Picture Shrinkage”.  
• INTERNATIONAL SCHOOL AWARD (ISA): We established partnership with many schools for our ISA project. Some of the other collaborations that we had were Mill Hill School (now, Ripley Academy, Derbyshire, UK), Cyfartha school, Uk,  Global Indian School, Singapore, and the latest link that we have received is from St. Francis Girls High School, Tanzania , Hersby Gymnasium, Lidingo -Sweden , Mouroe Township School. New Jersey,  St. John’s College Cardiff, UK  Bois Iole, France, Keimei Gokuen High School, Tokyo & Akshayah Matriculation High School, Chennai .These links helped us to do a lot of exploration in our projects. All these links helped us to develop a bridge of understanding and sharing of knowledge between the countries.  
• CONNECTING CLASSROOM: A partnership programme for linking schools in the UK and across the world, through British council. We have exchanged number of projects to Ripley Academy, UK our Partner school at UK and the reciprocal visit of each school has been successfully implemented. Reciprocal teaching: Ms. Haritha Sanjay, English language teacher for IGCSE, AS and A levels in our school, for participating in the Global Teacher Accreditation (GTA) program and was awarded the certificate after completion of the same. The British Council and Cambridge Education Foundation, work together to deliver the GTA programme, funded by the UKAid, to promote a global dimension in the school curriculum through the development of innovative, equitable and sustainable school partnerships.  

EDUCATION ACCENTUATING SOCIAL RESPONSIBILITY AND SAFEGUARDING DEMOCRACY 

“It is my dream to explore the benefits and challenges of working with schools in other countries  and to identify ways of effectively supporting education for global citizenship enhancement, through our own educational Practices”. We have been leading by example, creating dynamic, caring, learning communities that value the “whole child”. Innovative teaching methodology practiced at my school takes us wider and deeper into the blue ocean bottom where we are able to find and make use of more resources and support systems. That is why ours is a Blue ocean school of the 21st century, characterized by close teamwork, service to one another and a shared focus on the same goals.   

My passion is to bring in variety into teaching and assessments catering to different learning abilities and teaching styles. With this in mind the teachers and students are given a lot of freedom to engage, enjoy and experiment with classroom teaching and being assessed for their learning and my workplace allows everybody to retain his/her childhood, cherish the child in them and thus transfer the same feeling to the children. The school has also made it mandatory to bring mentoring as an interactive system for fast assimilation into the school system, establishment of professional competence and introduction to teaching as a continually developing  lifelong career. Looking ahead to get linked with village classrooms to reach teachers in remote, rural areas and bridge the rural – urban knowledge divide.     

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

During my course of career as the principal of Schools handling children from remote villages (who were basically first generation learners), fishermen folk children, I ensured that proper social and emotional environments were provided to them keeping in mind the real thirst of knowledge the children possesses.  Measures were taken to empower teachers who are from different socio-economic backgrounds with proper training, guiding , counseling for both revenue gain and academic and affiliation. During my tenure as Principal for the First Generation School Learners (Vaidheeswara Vidya Mandir matriculation school, Mettur Dam, Salem District) I imparted a special learning technique “CONCENTRATED LANGUAGE ENCOUNTER TEACHING” in imparting English and Hindi as second language. 

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

The humanitarian in each individual needs to be tapped and to be trained to empathize with real life situations like reaching out to the underprivileged section of the society. Understanding this the existence of interact clubs in my school participate in community services – SUPW (Socially Useful and Productive Work) which is a part of the curriculum, enhances amidst the students the life skills and equips them with basic talents to become a useful citizen. 

Implementing outreach programmes that have positively impacted the local community and created opportunities for students to develop a sense of civic responsibility and empathy. Then, as a leader start nurturing the individual perform their best in their new roles. We permit them to take decisions and also initially apply the method of trial and error without much strain to the strategic objectives of the mission. 

When on field, cleaning a playground or weeding a small pond or conducting some health awareness programmes, the student leaders get a wonderful opportunity to handle some manual tools and implements and get an opportunity to interact with community groups.  It gives them first hand experience to feel about the unfulfilled promises of the state and civic bodies. This small contribution of students’ manual labour could so positively impact the community and that feeling has been manifested and has been transparent when the expressed it in their gratuitous smiles.  This way the students leàrnt to empathize with community’s growing needs. When they pass out into real life situations, this training of leadership surely impacts them to act as a responsible leader. We are happy that by all our actions we have made a wonderful social investment. 

The School auditorium is used for fund raising programs through School’s Interactive club (Rotary Club) to develop a sense of humanness and a consideration of humanity and the same is being donated to various service oriented NGOs. Students from Vaels International School collected funds and other utility items to help the flood –hit people of Uttarakhand. A cheque of Rs. 15,000/- was handed over to Shreyans foundation, Chennai towards relief and rehabilitation measures for the people who are stranded in the flood ate areas of Uttarakhand.  

Contribution by educational activities to reach the masses like : Face to Face with bright and best Interactive session with late Dr. A.P. J. Abdul kalam during the year 2012 where students from various in and around school, participated and got benefitted. 

Vaels International school in association with Narcotics control Bureau organized an Inter School Drug Awareness programme on Alcohol and Drug addiction effects for school students. Besides Vaels International School students 800 students from nearby schools attended the program and got benefited. A street play on the them “Drug Abuse and its Impact” was  also held. The aim of the programme was to create a national response to the menace of drugs. 

As a part of Global School Partnership program, Vaels International School conducted a Symposium on “Harnessing Nuclear Energy – A boon or bane”. The chief guest for  the program Prof. Dr. K. Balasubramaniam, Secretary & CEO, Ramoni Research Foundation an eminent scholar, interacted with students and gave inputs on chemical, physical, biological & socio-cultural aspects of Nuclear Energy. He spoke on the advantages of opening the new Koodankulam project in Tamilnadu. Students made a maiden attempt in working on Nuclear Energy as one of the projects to work with school abroad, under the connecting classrooms program.            

In collaboration with QUEST, EXPLORE, DISCOVER, organized a Science Exhibition using activity-based models to celebrate the National Science Day. More than 40 models were displayed from different areas of Science like human, animal and plant anatomies, application based concepts on structure of an atom, magnetism, different types of magnets, properties of magnets, concave and convex mirrors, resonance, refraction, electrostatics, surface tension, simple harmonic motion, potential and kinetic energy, friction. There was a section which dealt with the Milky Way galaxy, constellations, climate changes, and heat radiation on the earth. There was a stall educating the students on the different minerals and ores of important metals. All the exhibits were enthusiastically explained by 90 students of Vaels International School. Around 1000 students from various schools  including those from nearby Government  schools also visited the exhibition, interacted with the young demonstrators and greatly benefited from the visit. A workshop was also conducted on Smart phone technologies and applications by Mr. Vijaya Kumar from Ig-Ingage solutions.           

An awareness workshop on environment was conducted by the British Council by Mr. Isaac Demetrius, Mrs.Vanessa Meyes & Ms. Ananya Ashok. They spoke about the Pallikaranai- marsh land, wetlands and the wildlife in Pallikaranai. Pictures were also shown about the trash dump in Pallikaranai. A video presentation was shown on how pollution marks the life of migrating birds under risk. A movie was also shown on the life forms of Pallikaranai.           

Dr. Dennis P. Garrity Ph.D, Director General, ICRAF addressed over 600 students of city schools on at Vael’s Billabong High International School, Injambakkam, Chennai – 41 on creating the evergreen agriculture and agroforestry with special reference Faidherbia which is unique with reverse phenology.            

A Program to bring awareness amongst students about the consequences of drug abuse and illicit Trafficking to observe International Day against the Drug Abuse and Illicit trafficking. The program was presided over by Mr. A. Murali, Intelligence Officer, Narcotics Control Bureau. Over 200 students from various schools participated in the program.           

A guest lecture on “Safe Surfing” by Mr. Rakshit Tandon on Cyber safety. It exposed us to the dangers of internet, simple things that we ignore which could result in disastrous consequences and simple steps we should take to ensure we are safe while browsing. The speaker could easily reach the children with simple examples of day-to-day life using the ‘tech-child –friendly’ vocabulary.            The school  has also introduced “The center for the Art of Science” through lab equipments specially designed to teach science concepts and enhance Higher Order Thinking Skills among all students. Science concepts are easily linked to real life and day to day experiences  through these aids. The aim is to reach out and create a community of adults and children who enjoy the quest, explore, discover way of demystifying science.           

A workshop on “Quality in Science Education” to discover, explore and share the possibilities and strategies of teaching and learning. More than fifty science teachers  participated from various schools . The workshop served as a platform for science teachers to link scientific facts & principles with all subject skills leading to lateral thinking.           

Apart from the above listed the school auditorium has also  been used for :           

Child care development programmes are held at regular intervals by eminent Counsellors from various institutions. “Transformative & Experiential Training Programme” was conducted by Dr. Kannan Gireesh from Live Life.           

Our school’s inclusive policy of admitting special children with learning disabilities is an innovative one. Hence, appointment of Counsellors for special child is taking place here.           

As a programme leader, we invite outsiders to enroll for the Cambridge Diploma in Education, which is at present available for our own teachers. The School auditorium has been used to conduct workshops and academic symposiums by various organizations, enabling our students and teachers of our school to benefit from. Programs at Vaels International School Auditorium on “Anubhava Aradhanai” a stage drama on Saint Poet Thyagaraja organized by Hiranmayi Fine Arts. Stage plays by Alchemy Kids Theatre to develop the aesthetic sense and appreciate the culture.   

FUTURISTIC SELECTION OF SUBJECT CONTENT 

Celebrations of National Days are done without fail with a flag hoisting function preceding all programmes of the day. This instills a sense of nationalist pride and patriotism amongst the students. Respect for the Great Indian culture and tradition is invoked during the India Day celebrations through a variety of programmes.           

• The school promotes IMCT (Initiative for Moral and Cultural Training) and gets involved in many of its philanthropic activities           
• Swami Vivekananda‘s 150th birth anniversary was celebrated and his teachings were imparted to children to imbibe in them the spirit of national integration           
• Option of selecting the national language – Hindi as a second language is being offered here and the patronage is superb. Inviting celebrities from different professions like Medicine, Music, Literature to develop intellectual skills.           
• To invoke the feeling of Patriotism special days like Bharathiyar day, Kamban Kaviarangam (great regional Tamil poets) are celebrated           
• The School invited Mrs. Khairunnisa, eminent author and creator of the ever increasingly popular character “BUTTERFINGERS” enthralled the students and teachers when she read an excerpt from the bestselling book “GOAL”. Mrs. Khairunnisa kept the audience thoroughly entertained by adding  a unique touch of humour to her reading !  

LIFELONG LEARNING AND SOCIAL SKILLS OF FACULTY MEMBERS

Mrs. Jayshree who was the Senior coordinator at my campus is now promoted as the Principal of our new branch at Vaels Vidyashram, Thalambur a CBSE- school till class VIII. Mrs. Rohini, the Junior coordinator was appointed as the Centre Head for Vaels Billabong High International School Kangaroo Kids, functioning at Neelankarai. 

I have been selected as the Convener of ICSE Board of Examination; a strong examination system for two boards, namely ICSE -ISC & IGCSE-A levels have been stabilized and a Secretary/Controller of Examination/Exam officers under the principalship Mrs. Rathi Ashok has been appointed to carry out all these activities.  

FACULTY ASSESSMENT & EVALUATION OF THEIR INNOVATIVE PROJECTS & PRODUCTIONS

Pursuit of excellence in all walks of life is not an ordinary thing to be emulated. It comes from rigorous practice and dedicated effort. Excellence cannot be measured in terms of money nor any conventional yardstick. My goal towards achieving comprehensive growth is unique. The methods of evaluation varies from board to board and among institutions at large. But my pursuit of achieving excellence at Vaels is comprehensive growth of the students.  

I start with punctuality and attendance, dress codes, assignments, attentiveness in class, participation in sports and extracurricular activities and all such things are very closely monitored and evaluated. One’s failure in not obtaining required grade occasionally is well understood; he/she cannot continuously fail not only in grades but also in all above parameters of growth. At Vaels we attach necessary importance for inculcating good moral behavior of the students. Off and on we call the parents and discuss about the students’ performance. This particular approach of ours is widely appreciated in school circles. Whenever we lead our students team to inter school events, the difference would be highly noticed and we are proud about that. This pursuit of excellence in the comprehensive growth of students is an inspiring experience for parents and other schools as well.  

Evidence:  25 students have enrolled for CICTL Cambridge Professional Development Course, where I am the program leader, selected by the University of Cambridge. Under my guidance already 150 teachers have successfully completed their CIDTT degree.  

PERSONAL PHILOSOPHY TO FACULTY EMPOWERMENT

By giving the faculty opportunity, I identify their own talents and potential which gives them energy to practice their own teaching and learning strategies. This becomes a life long pursuit by engaging in competitions and working in a free environment. I believe that enough opportunities should be given to individual as a staff so as to practice techniques, which can be either borrowed or come from lifelong learning as in professional development. This helps one to gain one’s knowledge to sustain in any field with incremental progress on a day to day basis. Frequent interactions through upgrading one’s skills among the stakeholders will always weigh to build mutual respect, sharing and give quality output in the respective area of work.