Induction Programme 2022-23
Teacher Development Programme - Induction 2022 - 23
“Your legs will get tired. Then comes a moment of feeling the WINGS you’ve grown.”
- Rumi
Induction Programme – 2022- 23 has been a celebration of coming together in the physical space. An opportunity for exchange of thoughts, reflections, ideas, and insights into the quest for self-development. An opportunity to deepen and renew connections with vital principles that hold up Shikshantar philosophy and progressive education.
A facilitator in Shikshantar establishes her first connect with the school through a walk in the school premises, absorbing the surroundings, understanding how every space contributes to enhancing the learning experiences of children. Thereafter there are days of making observations in classrooms, interactions with supervisors to share experiences and seek clarity. This is how they also build their initial linkages with the school philosophy and practices.
The teacher training programme in Shikshantar is an ongoing process, Induction Programme is a step in a continuum of professional learning for teachers. It empowers teachers to create an effective ‘teaching learning environment’ and at the same time evolve as an individual. This year 25 team members were part of the Induction Programme. A well thought out plan was created taking inputs from the supervisory team members and the core team members. A holistic development of teachers is a pre requisite for the holistic development of children.
Sessions were spread over the months of May and June. Sessions included educational philosophies and work of educators and thinkers such as Erikson, Piaget, Vygotsky, Lilian Katz, Sri Aurobindo and the Mother. There was an intensive planning and preparation for the facilitation of all sessions. Models for facilitation of sessions included sharing of classroom experiences, interactive discussions, reflective group work, case vignettes and power point presentations which reflected the application of theories and philosophies in classrooms. Children’s anecdotes and observations shared by the facilitators helped in widening the understanding.
As the programme progressed, teachers were able to analyse and draw linkages between different philosophies and their application in classrooms. What are the natural movements and changes which children go through as they move through different developmental stages, how can we address their needs through the curriculum and enable a sensitive and inclusive learning environment? As some of them shared, “There has been a process of deep thinking and rebuilding
ourselves.” “I feel peaceful and evolved at the same time.”
Case vignettes were drawn from within the school context. Team members were divided into groups to reflect on the diversity of learners in the classroom and deliberate on questions such as
‘Where is the child?’, ‘What should be the learning goals for the child?’
Teachers were completely immersed during the soulful experience of “Awakening the Psychic”, it evoked their spontaneous and intuitive self, “I feel I am a rainbow and that the colours make me
happy and free.” “I connect with myself when I am in the hills, there is greenery all around and the sky is blue and clear.” “I connect with myself when I sit near the water and close my eyes. The water washes away all the negativity and I continue to flow.” Feelings, emotions and hidden memories found their forms through strokes of brushes and colours as soothing music played and calmed the senses.
Art, music and yoga sessions were organised, and teachers created an understanding of their integration in the curriculum. They went through hands on experiences such as project work and later made presentations around project work for a week.
The outcome of the Induction Programme was the development of the mental, vital and physical Being of all team members and awakening of their inner worlds. It has also led to the expansion of our community of thinking and feeling individuals.
According to some of the team members, “Induction Programme has helped me grow as a person, brought maturity in understanding relationships, learning processes and connecting with my own self.” “We feel more empowered and ready to work with children, have more clarity regarding how to respond to situations.”
