We partner the Bhadrajun Artisans Trust (BAT) to provide access to high-quality education for boys and girls at the rural level using English as the medium of instruction. The schools view primary education as a major stepping stone towards social mobility, equality and employment opportunities.
Since its inception, the schools have been committed to encouraging education for girls in a culture where most parents who can afford an English medium school would send only their sons. To realise the dream of providing an equal educational opportunity for girls, the school has a policy of subsidising their tuition. The school provides scholarships for girls. It is a matter of pride that girls hold many leadership posts in the school. In addition, the school seeks to enrol and subsidise children from socially and economically marginalised communities who otherwise do not have access to quality education. One of the most important values imparted is for students to stay connected to their birthplace. They are instilled with a sense of pride in their local heritage and a sense of responsibility for the future of Rajasthan.
Every person in this world around us is going through a tough phase, which might appear easy to us. But certainly, for that person, it is one task to get over the problem being faced by him/her. The phrase indicates that one requires looking around to find a solution to the problems and not sit idle thinking at solutions will come to their doorstep.
Speaking about this phrase, Mr Earle Dickson realised that his wife repeatedly gets minor cuts while chopping vegetables, he decided to cover her fingers with some cotton pad which sticks. While doing so, he faced a lot of issues relating to the size, texture etc, of the cotton pad. While not giving up on his idea and protecting his wife from all the minor cuts, he accidentally discovered what we today know as “Band-aid”. This looks very easy and simple to be an example but this determination to protect wife’s fingers while cutting vegetables without causing her any inconvenience in performing her works led to a very genius discovery of Band-aid.
Learning from the life of Mr Earle Dickson, we can conclude that there exists a solution for every problem, how big or small it may be. We just need the right approach and direction to find a solution and then implement it. One should always try to move ahead on a solution-centric approach rather than keeping on problem-centric approach because problems form a part and parcel of everyone’s life.
The most important part to remember is to keep trying and not wait for circumstances to become better. We often tend to underestimate our own potential to solve our problems, and do not realise that something which may seem small or inconsequential to us could pave the way to a bigger solution than we initially imagined. Belief in oneself and an unquenchable drive to take matters into our own hands is a quality that takes us a long way in life.
Valeria Brown, professional development trainer and Learning Forward Board Member, explains why her membership with Learning Forward is important to her. Learn more about Learning Forward memberships here: https://www.LearningForward.IN
Tuesday, December 4, 2018
2456 | Developing a Professional Learning Program - The Indian Experience
Come to explore the Learning Forward India Professional Learning Program (PLP), an extended learning experience that immerses teachers across India in a model of inquiry and problem-based learning. Learn how blended learning provided a common platform to encourage collaboration and knowledge sharing and accelerate program delivery. Appreciate the accomplishments of teachers who journeyed from resistance to the joy of learning and their students. Take away ideas to improve your own PLP.
Karl Clauset, National Center for School Change; Devanjali Dutt, Learning Forward India; & Sandeep Dutt, Learning Forward India (firstname.lastname@example.org)
Area Focus: Outcomes - Educator and Student Learning
Topics: Blended/Online Learning, Deeper Learning, Global perspectives, Leadership Development
Session Length: 2-hours
Audiences: Principals, Assistant Principals, School-based Professional Development Leaders/Instructional Coaches, Teacher Leaders/Mentors/Team Leaders
Have you saved Tuesday night, Dec. 4, 7:30-9:30 to come to a benefit for the Foundation? This will be my dance party/celebration, and I look forward to a great time with all of you. I’m sure you’ll get more information about this from my colleagues.
Thank you for making the trip. I’m thrilled about all of our general session speakers – Glenn Singleton, Janice K. Jackson, Meg Wheatley and, of course, the remarks from former First Lady Laura Bush.
Stephanie Hirsh Executive Director Learning Forward The Professional Learning Association 17330 Preston Road, Suite 106-D Dallas, TX 75252-6036www.learningforward.org
Karl Clauset and Sandeep Dutt collaborate for Schools Can Change in India.
In our quest for My Good School for over three decades, we have always tried to address the dilemma ‘what makes a good school’. This has given us deep insights into the schools and today we are most delighted to share that schools can change, the only way to do so is by strengthening the school culture.
Schools Can Change:A Step-by-step Change Creation System for Building Innovative Schools and Increasing Student Learning
Dale W. Lick, Karl H. Clauset, Carlene U. Murphy
Corwin, 2013 | Pages - 225
Free online resources with the book. For distribution in India only
Genuine effective school improvement requires leaders and teachers to be part of a broad-based, creative change system that focuses on generating improved teacher practices for enhancing student learning. This guide provides a step-by-step, systemic approach to the change creation process.
How can we really create lasting change? By applying the Change Creation system! Learning community pioneers Dale Lick, Karl Clauset, and Carlene Murphy lead teachers, principals, and schools in this dynamic approach to school improvement. With a free, comprehensive online collection of practical resources, this book shows you how to: Develop the right vision, relationships, and culture to create and sustain change Model learning-inquiry cycles for action teams for success Build loyalty, trust, and responsibility within your teams and across the school.
Professional support plays a big role in how teachers view their jobs. Research has suggested that having a mentor can keep teachers in the profession for longer and that teachers who like their principals rate their school climate more favourably.
A new report attempts to pinpoint the factors that hinder this kind of supportive work environment for educators, and it offers a roadmap toward creating a stronger professional culture.
The report, published by 100Kin10, a national nonprofit seeking to recruit and train 100,000 new science, technology, engineering, and math teachers by 2021, stems from the organization's previous research into the "grand challenges" facing STEM education. Of the 14 "catalysts" 100Kin10 identified—changes that would have the highest impact in attracting teachers to the profession and retaining them—three were related to work culture: making time for professional growth during the school day, providing more opportunities for teacher collaboration, and creating a positive environment for staff.
The group identified these trends by analyzing published research and news reports and consulting with 100Kin10's partner organizations, which include school districts, teacher-preparation programs, nonprofits, and companies.
For a Better Teacher Work Environment, Look to These 4 Factors, Report Says
The report argues that four main factors prevent schools from reaching these goals: Belief: Too often, schools look at improving professional culture as one end of a binary choice: They can prioritize either student learning or teacher growth. But the two aren't in conflict, the report argues, as actively supporting teachers can lead to better student outcomes.
Structures: When schedules, teacher-evaluation methods, or professional-development practices don't allow for collaboration or growth, school leaders may not have the authority to make changes to the system. Promising programs—like teacher-leadership pathways—are often put in place without a roadmap to implementation.
Capacity: Changing a school's culture takes time, training, and support—resources that school leaders, especially principals, often don't have.
Resources: Developing more opportunities for professional learning and collaboration often requires additional funding, which schools and districts may find difficult to secure.
While 100Kin10 is focused on recruiting and retaining STEM teachers specifically, these are issues that affect school culture for all teachers in the building, the report says.
How can schools and districts address these barriers? Principal leadership plays an important role, said Talia Milgrom-Elcott, the co-founder and executive director of 100Kin10.
Principals are instructional leaders, but also school managers—they need to be able to set a vision and goals for their teachers' development as professionals, she said.
"We often don't prepare principals to think of themselves as leading work environments for adults," said Milgrom-Elcott. "We don't support them with management skills."
Research suggests that teachers' opinions about their principals could shape perceptions of their school environment. In a 2016 study from Loyola Marymount University, teachers' ratings of their workplace climate matched their assessment of their principals.
And as my colleague Madeline Will reported in a new Education Week special report on the challenges principals face, school leaders say providing instructional leadership and positive recognition is key to teacher retention.
100Kin10's report identifies commonalities across successful teacher workplace culture initiatives. Among them: setting aside one to two hours a week for teachers to collaborate and meet with coaches, and creating clear, formal pathways for teacher leadership that are supported by the school administration.
The organization also highlighted "models to learn from," which include both local nonprofit organizations like the Academy for Urban School Leadership in Chicago and nationally available teacher effectiveness programs, like the Building Assets, Reducing Risk (BARR) model.
"Promising practices" from research and existing programs drive the report's recommendations, which focus on identifying and implementing school structures that prioritize teacher learning, capacity-building strategies for principals, and flexible funding models to support teacher growth.
Going forward, said Milgrom-Elcott, the network plans to work to implement the recommendations with their partner organizations.
Forbes details the shift from lecture-based learning to learning that has students actively engaged in solving problems. The ability to apply to learn to new and unfamiliar situations is critically important in an unpredictable and uncertain future.
Greeting students at the door have a number of benefits including increased student engagement. We challenge our staff to find ways to make the greeting extraordinary. Look to build stronger connections in each interaction.
Did you know my book, Future Driven is now available in audiobook format?
Simplicity and Trust explained by Responsible Icons at their PLP (Professional Learning Program) session conducted by Mr Ajay Vijayvargi of The Fabindia School on the 27th of October 2018. #22Values
With the digital tools that have emerged in the last decade, we are more connected than ever before. We can connect practically anywhere, anytime, with just about anyone. It’s easy to keep up with friends, family, and our entire networks through social media platforms like Facebook, Twitter, SnapChat, Instagram, and more.
We can talk with someone like we’re in the same room via Skype or Google Hangouts. It seems like just about every moment of our lives is documented on social media and shared with someone. And yet it seems like people are struggling with loneliness like never before. It’s normal for all of us to feel lonely from time to time, but when you’re stuck in these feelings of loneliness that’s a serious problem. Chronic loneliness is on the rise. And it’s possible our culture of hyper-connectivity is part of the problem. One study found that people who spent more time on social media actually reported more feelings of loneliness.
You see happy pictures of other people having fun, spending time together, and celebrating success, and you think you’re missing out. You don’t think you have as many friends, you’re not as interesting, or you don’t measure up. But technology isn’t the problem. The problem is related to how we interact with one another and how we invest in relationships.
All the platforms we have for connecting can be useful if we leverage them as a way to support our personal, face-to-face relationships. When social media replaces real-world relationships, there is cause for concern. When it’s about gathering likes and follows, it reveals an emptiness. When social media is an attempt to fill a void, it’s detrimental to a person’s well-being.
The vagus nerve is the longest cranial nerve in your body.
It connects your brain with too many important organs throughout the body, including the gut (intestines, stomach), heart and lungs.
In fact, the word Vagus means “wanderer” in Latin, which accurately represents how the nerve wanders all over the body and reaches various organs.
The vagus nerve is also a key part of your parasympathetic “rest and digest” nervous system. It influences your breathing, digestive function and heart rate, all of which can have a huge impact on your mental health.
But what you really need to pay special attention to is the "tone" of your vagus nerve.
Vagal tone is an internal biological process that represents the activity of the vagus nerve. Increasing your vagal tone activates the parasympathetic nervous system, and having a higher vagal tone means that your body can relax faster.
In 2010, researchers discovered a positive feedback loop between high vagal tone, positive emotions, and good physical health. In other words, the more you increase
Your vagal tone, the more your physical and mental health will improve, and vice versa.
In the brain, the vagus nerve helps the mood and controls anxiety and depression.
The vagus nerve is largely responsible for the mind-body connection since it goes to all the major organs (except the adrenal and thyroid glands).
Your vagus nerve is connected to your vocal cords and the muscles at the back of your throat. These are activated when you sing, hum, chant or gargle. To introduce these activities in your daily life – sing or hum in the shower, chant during meditation, and gargle with water after brushing your teeth and since it's connected to your vocal cords and muscles at the back of your throat and is activated when you sing, chant etc.
We need to make sure that for children's rhymes and rhythm with voice modulations shouldn’t be confined to pre-primary only but must be inculcated in the curriculum for the higher grades as well, the activation of these vocal cords and muscles will also enhance the calmness of mind and heart.
Hearing the rhythm and modulations in tune helps a child and adult to relax their mood and re-energize to start fresh with positivity and happiness.
हमारीवाणीमेंइतनीशक्तिहोतीहैंकिहमकिसीकोभीअपनाबनासकतेहैंऔरकिसी को भी अपने सेदूरकर सकते हैं यदि हमप्रेमपूर्वककिसीसेबातचीत करते हैं तो अवश्य हीवे अपनी ओरआकर्षितहोजाएँगे औरयदि हम कर्कशवकठोरशब्दों का प्रयोग करते हैं तो कोई भी हमसे दूर होसकताहै अथवाकोई भी हमसे बातचीतकरनापसंद नहीं करेगा। मधुर वाणी केवलसुननेवालों को ही नहीं बल्किबोलने वाले को भीआत्मिक सुख प्रदान करती हैं।
किसी के दुख़मेंहमसहानुभूति के शब्दभीबोलदेतोवे उसेबहुतसहारादेते हैं।मृदुभाषीसदासम्मानपाते हैं। सभी लोगउनकीप्रशंसाकरते हैं।प्रेम-सौहार्द से समाज में मेलजोलबढ़ता हैं।
कबीरदास जी कहतेहैं कि''ऐसीबानीबोलिए मनकाआपा खोए,औरनकोशीतलकरै,आपहुशीतलहोय”।
विनम्रस्वभावऔरमीठीवाणीकाहरतरह कीसफलतामेंयोगदानरहता है इसलिएमनुष्य को हमेशामीठीवाणीबोलनी चाहिए।
वाणीमें इतनीशक्तिहोती है किकड़वाबोलनेवालेव्यक्तिकाशहदभीनहींबिकता है जबकिमृदुभाषीव्यक्ति कीमिर्ची, करेलाजैसीवस्तुभी बिकजाती हैं।ज़रुरी नहींकिहमकेवलमिठाईखिलाकरहीदूसरोंका मुँहमीठाकरें, हममीठाबोलकरभीखुशीदेसकते हैं।
मृदुभाषीमेंइतनी ताकत होती हैकिपरायाव्यक्तियादुश्मनभीअपनाहितैषीबनजाता है। कबीरदासजीकहते हैं कि“जिहवामेंअमृतबसैजोकोईजानेबोल,बिष बासुकि का उतरैजिह्वातानैहिलोल।।"
उषा पंवार, email: email@example.com, The Fabindia school, Bali
दिमागऔरदिलभलेहीशरीरकेअलग - अलगस्थानपरहैपरंतुयहदोनोंहमारेबहुतकामआतेहैं l दिमागऔरदिलएकदूसरेसेपूर्णरूपसेविपरीतहै l किसीभीव्यक्तिकोकोईनिर्णयलेनाहोतोउसेदिलतथादिमागदोनोंकीसुननीचाहिए l किसीएककोदूसरेपरभारीनहींहोनेदेनाचाहिए l हमेंहमेशादोनोंतरफसेसोच -विचारकरनेकेबादफैसलालेनाचाहिएऔरऐसानिर्णयजिससेकोईतकलीफ़नहो l हमें परिस्थितिकेहिसाबसेनिर्णयलेनाचाहिएक्योंकिकईबारहमेंजहाँदिलकीबुद्धिमत्ताकाप्रयोगकरनाचाहिएवहाँहमदिमागकीबुद्धिमत्ताऔरजहाँदिमागकीआवश्यकताहोतीहैवहाँदिलकीबुद्धिमत्ताकाप्रयोगकरलेतेहैंऔरअपनेआपकेलिएकठिनाइयाँबढ़ादेतेहैं l
हमेंसफलजिंदगीजीनेकेलिएइनदोनोंकासमझदारीसेउपयोगकरनाचाहिएक्योंकिअगरयहबुद्धिमत्तापरेशानियाँमिटासकतीहैतोयहहीहैजोउनपरेशानियोंकाकारणभीबनसकतीहै l जबहमरिश्तेमजबूतकरनेकेबारेमेंसोचतेहैतबहमेंहमेशाअपनेदिलकीबुद्धिमत्ताकीसुननीचाहिएपरन्तुजबउन्हींरिश्तोंकोबनाएरखनेकीबातआतीहैतबदिमागहीहमेंसहीराहदिखाताहै l यहकहनागलतनहींहोगाकिकईबारदिलकीआवाजझूठभीहोसकतीहैक्योंकिजोहमचाहेवहहमारादिलमानलेगाऔरअच्छेविचारआएँगेपरन्तुदिमागऐसाबिलकुलनहींकरतावहहमेशाहमेंसच्चाईसेसामनाकरवाताहैऔरउसकेसामनेखड़ेहोनेमेंसहायताकरताहै l
जबकोईव्यक्तिसिर्फअपनेदिलसेनिर्णयलेताहैतबज्यादातरवहव्यक्तिकठोरपरिस्थितिमेंस्थिरखड़ानहींरहपाता, उसपरिस्थितिकाडटकरसामनानहींकरपाताऔरअंतरसेटूटजाताहैपरन्तुअगरकोईव्यक्तिहैजोसिर्फअपनेदिमागकीबातसुनताहैवहकठिनपरिस्थितिमेंहिम्मतनहींहारेगावहउसपरिस्थितिसेबाहरतोआजायेगालेकिनउसेकुछऔरनहींसूझेगावहसिर्फअपनेबारेमेंसोचेगाऔरवहस्वार्थीभीबनसकताहै l इसलिएएकसमझदारव्यक्तिकभीभीदिमागकोदिलपरयादिलकोदिमागपरहावीनहींहोनेदेता l वहदिमागतथादिल, दोनोंकीबुद्धिमत्ताएकसाथलेकरचलताहै l जिसकाजितनाउपयोगकरनाहैउतनाहीउसकाउपयोगकरताहै l जबहमअंदरसेदुखीहोतेहैंऔरपरेशानहोतेतबहमारादिमागकामनहींकरताऔरहमकोईभीनिर्णयदिलसेलेतेहैंजिससेआगेचलकरहमपछतातेहैं l जबहमज्यादाखुशयाज्यादादुखीहोतेहैंतबहमेंकोईभीनिर्णयनहींलेनाचाहिए l