S Amudha Lakshmi
WHAT MAKES ME A PROGRESSIVE PRINCIPAL
Quality leadership with a collective vision for school improvement and initiating change to spur innovation, ensure student learning and ensure achievement is the important trait of a school leader.
MY MISSION AS A PROGRESSIVE PRINCIPAL
This coveted title will help me to envision a world in which education positively contributes to each person’s ability to reach her or his potential in acting for society’s good.
LEARNING BY DOING
Every lesson or concept taught at Chettinad Vidyashram is done in a practical way, where the children get the experience of ‘ Learning by Doing”. It is not just a ‘ chalk and talk” method followed, but an experience which gets embedded into them and never to be forgotten
INTEGRATED CURRICULUM
An integrated curriculum focus comes into being when all the subject teachers are guided to do projects which brings about the interdisciplinary learning. It is during such sessions that the students get a clear idea of how each subject is linked and the concepts are interdependent. Debating on topics which enhance social awareness, short formative assessments which correlate the subjects, quizzing sessions for students and consistent awareness programme for the teachers to prepare them for the project based learning approach.
INTEGRATION OF ENTREPRENEURSHIP INTO EDUCATION THROUGH FACULTY
Integration of entrepreneurship into education isn’t just an academic discipline at Chettinad Vidyashram, it’s a way of life. Our faculty and staff recognise the inter-disciplinary value of Entrepreneurship and encourages it through our curricular and co-curricular programmes. The skills learnt in entrepreneurship classes are vital for the success of any individual.
PROBLEM SOLVING & CRITICAL THINKING AMIDST THE FACULTY
The emphasis on problem solving and critical thinking amidst the faculty is not a by product of teaching –learning but an everyday affair. Handling students from diverse backgrounds, it becomes a default mechanism for teachers . The need for this is more so now because we deal with children who belong to an age of machines and gadgets and are well informed even before they step in the classrooms.
GROUP WORK AND DEVELOPMENT OF SOCIAL SKILLS AMIDST THE FACULTY
Innumerable activities, events and leading the faculty for active participation creates the necessary team building spirit which paves the way for the essential development of skills required for Social living and behavior. Observing the teachers’ active participation and involvement, this automatically seeps down into the students, equipping them on the same front.
UNDERSTANDING & ACTION BASED LEARNING
Project-based learning is introduced for understanding & action based learning. Project based learning has a significant role for the student. They take an authentic role by documenting, capturing, reflecting, imagining, managing and communicating.
COLLABORATIVE & COOPERATIVE LEARNING PROJECTS FOR FACULTY DEVELOPMENT
This is accomplished by active construction of knowledge and learning by direct expenditure and inquiry. Engaging activities, problems tasks & projects along with a focused interaction with faculty. Active, interactive and co-operative involvement among students as well as development of teamwork skills and ability to communicate with diverse people through a carefully planned and researched use of technology make this happen.
EDUCATION ACCENTUATING SOCIAL RESPONSIBILITY AND SAFEGUARDING DEMOCRACY
Education, as often said is not just for information, is but for transformation. This transformation accounts for a sense of respect for self and that accentuates the power of expression. This action again is not the result of a separate identity, but a part of the growing process at Chettinad Vidyashram. Allowing them to express fearlessly but with respect, speak without hesitation but with clarity, come forward for a cause without bias is what happens when we give them the necessary spaces in the education provided. A culmination of academics and strong co-curricular background is what gives this kind of self respect and boldness.
DESIGN & DELIVERY OF A LEARNING ECOSYSTEM WHEREBY HIGHLY PERSONALIZED LEARNING ACCOUNTING IS DONE FOR EACH INDIVIDUAL’S PERSONAL GOALS
Personalized learning has become one of the most talked-about strategies in education. We at Chettinad Vidyashram have introduced competency-based education, project-based learning, universal design for learning, re-defining the teacher’s role, alternative classroom design, personalised learning plans.
INTEGRATION OF COMMUNITY SERVICE AND SERVICE LEARNING PROJECTS INTO THE DAILY CURRICULUM
We have integrated community service and service learning projects into our curriculum to assist students in drawing lessons from the service through regularly scheduled, organised reflection or critical analysis activities, such as classroom discussion, presentations or directed writing.
FUTURISTIC SELECTION OF SUBJECT CONTENT
It is always about “think Global and behave rooted” at our school. The skills required for the future are different only when it comes to thinking out of the box considering the fact that we live in an age where every step is a competition and every opportunity is looked up to as an achievement by itself. At every level , it is the communication skill that matters most and it could be verbal or non-verbal and to accessorize is the depth of content. Both of this comes by exposing the students to a plethora of activities which could hone the above.
LIFELONG LEARNING AND SOCIAL SKILLS OF FACULTY MEMBERS
According to me inspiring teachers are to be lifelong learners which can be accentuated by Creating time, Developing personal learning network, Social networking, Partnering with students, Reflecting, Professional leading, Online conferences, Online learning, Online networking, Time to share etc.
FACULTY ASSESSMENT & EVALUATION OF THEIR INNOVATIVE PROJECTS & PRODUCTIONS
We do not have an assessment regime for the faculty members, but constant observation by the Head of the Department and Assistant Head of the Department are recorded and submitted as a report.
PERSONAL PHILOSOPHY TO FACULTY EMPOWERMENT
To lead by example is my personal motto. I am a ready learner every moment and this what I inspire my faculty to do. Faculty Empowerment is a two way process , where motivation is to be induced by example and the other a self improvement process which involves a complete respect towards the chosen profession. Any moment of despondency setting will punctuate the progress. Respect for the self and the profession committed to is the first step.
—QUOTES—-
Faculty Empowerment is a two way process , where motivation is to be induced by example and the other a self improvement process which involves a complete respect towards the chosen profession.
Inspiring teachers are to be lifelong learners.
At every level , it is the communication skill that matters most and it could be verbal or non-verbal and to accessorize is the depth of content.
Education, as often said is not just for information, is but for transformation.