Collective Circle Time with Dr. Saif Mahmood
In the continuum of our practice of reconnecting (teachers, admin and auxiliary staff) after the winter break through a collective Circle Time, we had invited Dr. Saif Mahmood, who is an Urdu poetry and literature critic, commentator, translator and rights activist. An Advocate of the Supreme Court of India he holds a doctorate in Constitutional Law in South Asia.
Dr. Saif Mahmood is also the author of ‘Beloved Delhi: A Mughal City and Her Greatest Poets’ (Speaking Tiger, 2018). ‘Beloved Delhi: A Mughal City and Her Greatest Poets’ offers a window into the life, times and poetry of Delhi’s greatest Urdu poets from the 18th and 19th centuries, with witty and critical insight, in a conversational style. Focusing on eight poets, he allowed us to touch Delhi’s past and rethink its present through Urdu.
The theme of the session was ‘Dilli Jo Ek Shehar Tha’ and based on this book authored by Saif Mahmood. In his session he narrated stories from the life and work of the finest classical Urdu poets: Sauda, Dard, Mir, Ghalib, Momin, Zafar, Zauq and Daagh. He also painted a compelling portrait of Mughal Delhi by quoting few excerpts from their biographies and poetry–including their best-known ghazals.
It was a treat to listen to the work of the poets who loved and lived in Delhi. To connect with the Urdu Poetry that rules the cultural and emotional landscape of India–especially northern India and much of the Deccan–and of Pakistan.
An evocative session which left us with the thought and desire to explore Delhi once again…
Second Vishvas Open House Interaction 2019-20
Theme for the session: “Understanding Sensory Needs of Children and addressing them in different settings.”
Second Vishvas open house interaction was organised on Saturday, 21 December 2019.
“Sensory is sensitivity, Sensory is seeking, Sensory in the being”
This essence was taken forward in the session facilitated by Dr. Manish Samnani. An expert in the field of Occupational Therapy, Dr. Manish Samnani, shared his valuable inputs with the parent community. He shared about the sensory needs of the children and emphasized the connection between the Sensory processing and emotional regulation, Sensory processing and behaviour, Sensory processing and academic performance. Sharing about the sensory in every human, he helped in understanding its influence on our abilities and provided strategies to enable the children in different situations.
He provided valuable insight to parents’ queries and helped in providing possible solutions supported with daily life examples. It was an interactive session providing opportunities to enhance our understanding about the sensory needs and highlighting the importance of consistent
ICSE and ISC Results (2018-2019)
ICSE and ISC Results 2018-2019
Shikshantar Primary School Library ( Trinachiketa) was presented the Jury Appreciation Award, for a programme specifically centered on reading, literacy and library.
About Bandana Sen Library Awards 2019
In a unique celebration of libraries and librarians from across the country, about heads of over 100 schools and their library teams came together at the India International Centre on Saturday for the first-ever ‘Bandana Sen library awards’. The award ceremony organised by ‘OneUp Library, Bookstudio and Learning Lab’ was envisioned in memory of late Bandana Sen, a pioneer in the field of children’s libraries.
“For us this award ceremony is the beginning of a conversation on the need for futuristic libraries, celebrating the unsung champions- the ‘Librarians’ and redefining libraries as ‘exploratorium of learning’” said Dalbir Kaur Madan, Founder, OneUp Library and initiator of the award ceremony. “It was Bandana’s dream that the tribe of libraries and librarians should grow and be brought to the center stage,” she added.
The Jury Appreciation Award, for a programme specifically centered on reading, literacy and library was presented to Shikshantar, Primary School Library (Trinachiketa). The criteria through which the libraries were selected included several rounds of judging and looking at the library as a physical space, the events and activities, and whether the library is integral to the whole education process.
SUBURB in conversation with Minoti Didi
Teacher’s Day Celebration
“The highest education is that which does not merely give us information but makes our life in harmony with all existence.”
A teacher holds our hand, opens our mind and touches our heart. In Shikshantar each day is a celebration of the beautiful bond between the teacher and a child. The essence of ‘Teacher’s day’ is to remember and reinstate the crucial role a teacher plays in a student’s life by just being there, learning from her students and enabling facilitation for their continuous wholesome growth.
Every year on Teacher’s day, the entire team of Shikshantar is treated to beautiful experiences facilitated by veterans and masters from different fields of life. This year was another gem of an experience offered to the team to nourish their soul.
As every ocassion must, this one too had an auspicious beginning. Sudha didi and Subarna didi set the tone for the evening with creative movements on ‘Rabindranath Tagore’s ‘Agni ki Parasmani’. This delightful performance was followed by another one to pay respect to all our teachers as the duo expressed the meaning of the shloka ‘Gurur Brahma Gurur Vishnu’ through hasta mudras.
This was the perfect ocassion for teachers to have the opportunity to listen to their mentor Minoti didi share her valuable thoughts. She dwelled on how being a teacher was the most fortunate job anyone can have. Its a privilege to work with children on a daily basis. Her thoughts on living in the moment like children do, revelling in the joys of connecting with children and creating safe places for the children and adults, were enriching for one and all.
The highlight of the day was an absolutely mesmerising performance by Ustad Anwar Khan, a professional Manganiar musician who is one of the leading vocalists of folk, Sufi and traditional music of western Rajasthan.
Ustaadji began the evening by invoking the blessings of Lord Ganesha as he sang ‘Gajanan’. He set a beautiful environment with heart touching evergreen renditions such as ‘Kesariya balam’, ‘sawan bitho jaaye’, ‘mast kalandar’ and many more. His intelligence in establishing communication with audiences from varied cultural backgrounds, understanding and tradition, the correctness of his lyrics and his commitment to inter faith worship, lent immense richness and depth to his rendition.
Spirit of Universality
One of the significant outcomes of learning is to attain the understanding of the self. We understand ourselves when we express ourselves. When we choose to celebrate Independence Day, Raksha Bandhan and Eid on the same day — the expression of Independence arises from an ability to discern, an ability to include varied points of views, an ability to create spaces for expressions that don’t necessarily emerge from a singular point.
In recent times and age we more often see narrow interpretations of freedom emerging. At such times, the inclusive energies of children at Shikshantar are a whiff of fresh air. Shikshantar witnessed the ‘spirit of universality’ in its pure form when the entire community came together to hoist the national flag and share the colourful bonds of rakhi that we cherish. At the same time, sounds of ‘La ilaha illa allah Muhammadur Rasulullah’ filled the school amphitheatre. The threads of warmth and the hugs of Eid coexisted, sans friction.
And then, there was more to unfold. A stupa installation ceremony on the same day deepened our relationship with familiar energies. Karmic connections could only be the explanation for the timing of the Stupa installation ceremony in the school space on the same day. How the Stupa mystically came to be a part of our lives is another story. While at retreat at Dharamshala, Minoti didi, cherished by all of us as our mentor at Shikshantar, had the immense good fortune to be blessed by Kyabje Lama Zopa Rinpoche in person. The distinctive, Lama Zopa Rinpoche is a tibetan Buddhist scholar and meditator. Lama Zopa is most noteworthy as the co-founder, with Lama Yeshe, of Kopan Monastery and the Foundation for the Preservation of the Mahayana Tradition (FPMT). Rinpoche has for thirty years overseen the spiritual activities of the extensive FPMT network of over 165 centres, projects and services in 40 countries worldwide.
He is also known as the heart child of His Holiness, The 14th Dalai Lama.
The Victory Stupa was given by Kyabje Zopa Rinpoche to Minoti Didi for the children of Shikshantar. The connection from there has reached all of us at Shikshantar and we feel the extended grace and energies.
In one of the Buddhist teachings at Shikshantar, we made an attempt to understand ‘interconnectedness’, and now when we join the dots; it seems so relevant, so simple and right there for us to feel. A Stupa symbolises the ‘Buddha’s mind – empathy, compassion and kindness. This resonates deeply with our school philosophy. The Buddhist way of being encourages us to further tune our consciousness and uncover these qualities so that they are expressed in our daily practices in a natural and spontaneous manner.
Shikshantar is ever grateful to Venerable Kabir ji who facilitated the installation ceremony. Creating a sacred energy that was palpable to all. He arrived amidst the chants of ‘Om Mani Padme Hum’ and sat silently through the lyrics of the multi faith prayer. There was a calm and tranquillity as children listened to Kabir ji and Minoti didi dialogue with the children on what is a Stupa, how it would integrate within the school surroundings and extend its grace. Intrigued by their narration, they came up with thoughtful responses and questions – “What are the eight kinds of Stupas? Why does this Victory Stupa have circular steps? How did the Buddha extend his life? Can we decide when we want to leave our bodies?”
Venerable Kabir further emphasised the benefits of the Stupa and that when we circumambulate the Stupa, we accumulate many known and unknown benefits. We can recite ‘Om Mani Padme Hum’ or any other sacred mantra. It creates mindfulness so we are mindful of our own self to be the finest versions of ourselves.
In the words of Kyabje Zopa Rinpoche:
“Each time you see it there is great, great purification and that brings you to enlightenment; this is just by looking at the stupa…….”
“This is a great thing. It purifies negative karma collected from beginningless rebirths that are obstacles to happiness—temporary and ultimate happiness—and especially to actualising all the realisations on the path to enlightenment. And it creates the cause to achieve the path to enlightenment—to actualise the teachings that you have heard and read in your heart…….”
Prayers offered and the Stupa installed, it now stands as a symbol of true and harmonious relationships. A day to be remembered, a day to be marked, for in Faith and Trust we have evolved as a school community.
Session on ‘Compassion and Kindness in Teaching and Learning’ by Mr. Ravi Gulati
In continuum of our practices of reconnecting through a circle time post summer break, we as a school community were part of a session on ‘Compassion and Kindness in Teaching and Learning’.
This was facilitated by Ravi bhaiya (Mr. Ravi Gulati) of Manzil. The objective of this session was to support each other in the inclusion of SEE learning practices in our classrooms. SEE learning is described as an education of the heart and mind. It is an initiative of Emory University under the guidance of His Holiness Dalai Lama.
Ravi bhaiya is the co-founder of Manzil, a youth lead non-profit organisation. He also engages himself with youth initiatives through institutions such as Delhi University, Ashoka University and Pravah.
‘You teach who you are’ – SEE learning provides educators with a comprehensive framework for the cultivation of social, emotional and ethical competencies. Ravi bhaiya with his wife and partner Neha didi facilitated activities which were for both internal and external development of an individual. Through these activities they highlighted the importance of personal domain of each child, the need for empathy at a social level and understanding the larger world by interacting and creating a web of interdependence. These interactive experiences provided a platform for a participative environment.
Season of celebrations complemented the monsoon this August. Together they showered vibrancy in our school spaces and filled it with colours of flowers, music and dance. Keeping the essence of these festivals of establishing connect with each other, co-existence with nature, acceptance of all beings and reflecting over what freedom means, children and facilitators enhanced the festive spirit.
A walk through the premises, absorbing and understanding how each space contributes to the learning experiences of children is an initial connect made by a facilitator in Shikshantar. Further, to deeply understand the process and build linkages with the philosophy and practices, an Induction Programme is facilitated for new facilitators every academic year in the months of April and May. The fresh perspectives and open interactions is a welcomed learning for old team members also.
Sessions included educational philosophies and work of educators and thinkers such as Erikson, Piaget, Vygotsky, His Holiness Dalai Lama, Aurobindo and the Mother. Sharing of classroom experiences, interactive discussions, group work, case vignettes and power point presentations guided the facilitators to reflect on the application of theories and philosophies in classrooms. Children’s anecdotes and observations shared by the facilitators helped in widening the understanding. Experiences of resources such as art, music, dance and sports also provided them an understanding of the importance of integral education and holistic development of children.
Opame and Rejoice
Buddha’s mind and body both find space in the Shikshantar ethos, therefore children spontaneously gravitated towards ‘Opame’ being a name for one of their new group of Class VII. As an emanation of which, Venerable Kabir Ji has been kind enough to oblige our children of Grade VII with an illuminating session on ‘Opame and Rejoice’.
The session was held on Thursday, 9th May, 2019 from 11:30 – 1:00 pm in Vajah Bevajah.
In an interactive session with Venerable Kabir ji our ever-curious children set on a journey to find out the true meaning of various emotions of life. The questions were a reflection of the affliction free psychic being of the children.
As children not many of us have pondered over the true meaning of happiness. We witnessed such thoughtful curiosity arise from the minds of twelve years olds. In an interactive session with Venerable Kabir ji, children inquired about the true meaning of happiness.
”Is there anything as everlasting happiness?” was asked by one child. Kabir ji kindled our consciousness in his response: such happiness can be experienced when the mind is free of all conflicting factors. He further suggested that one can experiment and experience it personally.
“What is the greater happiness – one of our own or that of others?” was another question from our children. Kabir ji advised to awaken our inherent wisdom; we have the answer in us, we only need to look deeper within ourselves for the answer; meditation can help us in this endeavour.
The question on happiness resurfaced after a short meditation. A child introspected, “When we were asked to think about the good things we had done for others, surprisingly, it was mostly the negative things, times when we were rude to others that came to our mind first. We seem to be naturally drawn towards negativity.”
A pursuit to understand meditation and what to reflect on while meditating was the evident subsequent question. With his natural ease with children, Kabir ji enlightened us about two kinds of meditation that can be imbibed in our daily routine.
As this interactive session continued, we witnessed deeper introspection among the learners, and out of such introspection arose questions that makes one wonder at the insight of these blooming buds at Shikshantar.
“Is mind the soul?”
“If the soul lives on, then does anybody ever die?”
“I need more clarification on the understanding of mind, soul and spirit.”
Humorously and meaningfully, Kabir ji addressed and satiated the eager young citizens of the world.
Learners were further enlightened on the true meaning of ‘Opame’ – infinite love, compassion, kindness without bias. ‘Opame’ could be one person or many of us together.
Thus, strengthening our bond with Opame, rejoicing in the glory of this infinite light, we eagerly look forward to many such interesting sessions with Kabir ji.
Venerable Kabirji facilitated a session/teaching on ‘Why are you being educated – from a perspective of Jiddu Krishnamurti and Buddha’.
It is indeed a significant event, when educators stop and deliberate on ‘Education’ and attempt to understand its etymology, its defintion, its purpose and the future direction that it needs to be nudged into.
‘Why are we being educated?’ was the topic on which Venerable Kabirji recently spoke to the students, teachers and staff of Shikshantar.
The session started with looking at the meaning of the word ‘Education’ in different languges. While its Sanskrit equivalent ‘Shiksha’ means ‘to train the mind based on the authentic parampara’, the Latin verb from which it is derived, ‘Educare’, means ‘to draw out or bring forth’.
Through sharing of words by thinkers like Sri Aurobindo, Jiddu Krihnamoorthy, Kabirji aquainted his audience with the meaning of education in its truest sense- that which relates to self-awareness, an understanding of one’s emotions, a liberation from the constraints of the mind, that which leads to Nirvana and Moksha. This education rests on the premise that every individual holds within himself/herself a pure seed which when provided with optimal opportunities grows and flowers into a balanced and happy human being. The purpose of education, according to Gandhiji, has to be a development of the head, heart and hands.
Once the tone of the talk was set, it didnt take long for all in the room to realise that contemporary education in the country had departed far away from the ideals, lending truth to Sri Aurobindo’s words of 1909 that ‘Education in India is immitative, self-forgetful and fake’.
The gravity of the situation was very well communicated through Kabirji’s choice of words and the seriousness on his face and in his voice. All educators present in the room went back with a sense of responsibility, of being change-makers, in helping realign education to be meaningful, contextual and authentic, focusing on the development of the psychic being.
‘Investigate what genuine love is’, were the parting words of Kabirji.
And the starting point of a new journey for all teachers.
Babbla Aur Bapu @ Sabarmati Ashram
‘Babbla Aur Bapu @ Sabarmati Ashram‘, a theatre presentation by Sanskaar Rang Toli, the Theatre-in-Education company of National School of Drama was staged at Shikshantar on Thursday, 25th April for Classes V and VI and on Friday, 26th April for Classes VII and VIII.
Directed by M.K. Raina, this play explores Gandhian Narain Desai’s narratives of being a child at Sabarmati ashram. Narain Desai is a renowned performer of Gandhi Katha. The play opens windows into Gandhi’s ‘Nai Talim,’ a form of education and social revolution. According to M.K. Raina, it is a play about how Gandhi’s life and ideas that transformed the children who knew him. These are the ideas that contemporary school children should also know. Minimalism, which is symbolic of Gandhi’s philosophy, is reflected through this play.
Raina’s stage comprised of a charkha and a desk while the costumes worn by the actors were made of khadi, according to the rules of the ashra. Incidents of Bapu going on long walks, running and playing with children, are depicted in the play. M.K. Raina has turned Desai’s memoir into a musical play.
Children of middle school enjoyed the play and learnt about finer nuances of theatre. Children had an interactive session with M.K.Raina and raised many pertinent questions related to the story line of the play.
A Dharma Talk
A Dharma Talk by The Venerable Geshe Tenzin Namdak is always a meeting with the self. With his calm demeanor and a gentle voice laced with subtle humour, Geshe La’s words bring home many an insightful moment for his listeners.
It was no different this time around.
“I, me is not concrete”, shared Geshe La.
The silence in the room was palpable as the audience plunged into depths of thought to grapple with the enormity of the words. For several of us, it was a revelation and a discovery at the same time, opening up immense possibilities of self-awareness and self-realization.
When Geshe La attempted to encapsulate ‘Samsara’ and ‘Nirvana’, he did so in the context of ‘Emptiness’ which he described as the ultimate reality. Just as knowledge of what makes us happy comes from knowing about all that causes unhappiness, an enlightened state of mind or ‘Nirvana’ can be attained with the knowledge and experience of ‘Emptiness’ of the unenlightened state or ‘Samsara’. He could not stress enough on the benefits of meditation to train the mind gradually for mental consciousness, an inner awareness and ultimately peace of mind.
An observant and attentive audience, questioned Geshe La on their emerging thoughts- When we say that soul is eternal and moves from one body to another, are there fixed number of souls?, Why does Geshe La gesticulate towards his heart while talking about his mind?, Why are there many more children who are precocious in their pursuit of different fields?
The talk gave food for thought to one and all. As also questions to mull over and answers to seek.
From oneself. Through one’s reflections.
There were so many possibilities created through an hour and a half in the midst of an enlightened being like Geshe La.
Sports week at Pre primary
First Vishvas Open House Interaction
Theme for the session: A shared journey – Towards Independent Living
“Self-propelling motivation and belief is the only force to nurture and reckon with and diffuse social barriers”. This essence was taken forward in the session facilitated by Dr. Asha Singh and her daughter Ms Maya. An expert in the field of Child development, Dr. Asha Singh, shared her research based valuable inputs to the parent community. Profound insights of her journey as a parent possessed the potential to inspire the educators as well as the parents.
Maya’s effervescent sharing of her attainment of academic, social and professional milestones generated hope and opened new avenues. Through Maya’s narratives from her school years and workplace, Dr. Singh emphasized on the fact that children thrive if a dyadic relationship is premised on implicit trust and belief in their abilities. Sharing the possibilities for independent living, she further elaborated on the significance of having small supportive groups. These groups generate belief, positivity and unflinching support that help nurture the individual optimally.
An interactive and thought provoking session, it left us with a reflection that to overcome any challenges in life, we can learn to convert our despair into humor and laughter. Finally, consistent and collaborative efforts will continue to create a positive and enabling environment for self reliance.
Exhibition of Summer Experiences
Summer Experiences Exhibition in Class II
Come end of summer break, and the walls of Shikshantar are abuzz with excitement and enthusiasm of starting afresh. A feeling of returning to the familiar, albeit refreshed, rejuvenated and relaxed, envelopes the school. This energy becomes the ground on which children reconnect with their friends, didis and bhaiyas, and environment.
The first week in primary school is an opportunity to children to share their summer experiences, learnings and explorations. This time, such a sharing was facilitated through exhibitions wherein each group invited another to view their summer projects. Tables were set up to display a myriad of creations. Handmade jewellery and 3D models (both moving and static!) inspired from reused objects, reading logs with painted covers of books, math games involving addition and subtraction, and stories supplemented with handmade puppets – these were some of the displays at our exhibitions! Children waited patiently for their peers to come to their exhibit, and when someone did, they talked at length with them about the same. Their peers reciprocated the excitement with attention and curiosity.
All in all, the most prominent feature was the children’s visible sense of ownership and confidence regarding their work. They truly celebrated and appreciated each other’s work and in doing so, they welcomed back each other with joy and love.
POSH Training Session on 26th December 2017 for our support staff
Loving Kindness and Respect – Teaching by Venerable Geshe Tenzin Namdakon on 3rd Nov 2017
The interdependence of child, parent and teacher
“Know your mind first, to be able to understand the minds of others”, echoed the words of Venerable Geshe Tenzin Namdak as he addressed a gathering of students, teachers and parents at Shikshantar. Sitting under the Champa tree, Geshe la appeared to be the Buddha himself. Still face, gentle demeanour, serene energies and words of wisdom continued to flow in the spaces.
Geshe La touched upon the profound nature of student, teacher and parent relationship. An institution grows through the spirit of humility, compassion and respect for each other. To enter the orbit of happiness, we must be aware of our feelings, thoughts and must be able to train our minds. Meditation is the key to this – may seem to be difficult in the beginning but can be mastered with consistent practice. Expansion of inner happiness is achieved by treating all we come across with kindness, empathy and respect. This is the basis of true and harmonious relationships.
Quoting his experiences with people from various walks of life, Geshe La was able to reach out to each and every soul through his teaching. From what we were yesterday, to what we are today, to what we can be tomorrow; we must consistently strive to evolve as individuals.
Geshe La Tenzin Namdak responded to questions from students, parents and teachers – What is the right age for a student to begin meditation? , Why do I lose focus and find it a challenge to meditate?, Why do those whom we love fail to understand us? With a smile on his face, Geshe La asked, do we understand ourselves?
A lot to sink in our souls and absorb, we will continue to do so for days to come. Geshe La you have left us with a lot to ponder on and with the quest for more.
Refresher training session for our Drivers and Conductors bhaiya’s by Pasco Automobiles on 14th October 2017
Training Session on 4th March 2017 for our support staff by Tata Motors – [Hamare Bus Ki Baat – Let’s help make bus travel for children a happy experience]
Campus Bird Count 2017
The Campus Bird Count is a sub-event of the larger Great Backyard Bird Count. It is a coordinated effort to document the birdlife in multiple campuses across India.
A team from Shikshantar participated in the Campus bird count event this year, an initiative taken by the Science Committee of the Student Council. The procedure is to identify and count all species detected in every 15 minutes of the walk in a particular location. The checklists of the entire duration of the walk is uploaded for every 15 minutes on ‘eBird’ which is an online checklist program, launched in 2002 by the Cornell Lab of Ornithology and National Audubon Society. eBird provides information on bird abundance and distribution.
Birding enthusiasts from Classes IX and XI gathered at the school on Saturday, 18th February 2017, at 7am in the morning to count the various bird species frequenting the mini habitats. The team comprised 12 students and 5 facilitators. The walk was led by Mridul Anand, an avid birder and a student of Class XI. The walk started from the primary wing. The team was full of excitement to see these creatures in their natural habitat but had to remain very calm as silence is the main key to observe the beautiful ones in their natural niche. Children were equipped with cameras and binoculars as they didn’t want to miss a single glimpse of these birds. From the Primary block the team moved to the Senior block and then the team covered the Pre-primary block. By 9 am the team had been able to spot 27 species of birds in the school campus.
Two spotted owlets peeking through metal pipes in a very adorable manner were the highlights of the day. Some of the other species spotted were Red-wattled Lapwing, Eurasian Hoopoe, Rufous Treepie, White Wagtail, Purple Sunbird, Oriental White eye, Shikra, Brahminy Starling, Common Tailorbird and Asian Koel.
The observations led the team to conclude that our campus is suitable as an avian habitat. The checklists can be accessed through the following links:
Training Session on Fire Extinguisher for our support staff – [Safety and Security are always on high priority] – 25th February 2017
Sports Day for Classes IV to VI
Open House Interaction for Class VI
SUPW activity in Senior School
During the last two weeks, the students of Class IX have been engaged in a very interesting hands-on activity. A semi open shelter is being constructed to house a Kiln that will be used for firing the clay models and pottery made by the students!
The structure was designed by students along with architect mentors Sanjay Prakash and Anubha Kakroo. Now, as part of their SUPW classes, the children are building part of the actual structure.
The children worked out their own patterns with bricks and brick tiles, and built the low height ‘jaali’ walls with their own hands. They learnt how to apply mortar, place and level bricks, how to make stable structures and position joints. With the intention of recycling waste, used bottles were also incorporated into one wall, making it an eco-friendly structure.
In the second stage, the students are designing and laying a mosaic floor with broken glazed tiles.
Open House Interaction for Class VIII
The Third ‘Open House Interaction for Class VIII was held on 30th January 2016. The objective of the session was to introduce children to the ICSE framework of Classes IX and X. The Open house Interaction was facilitated by Garima didi and the subject facilitators of Class IX.
The session began with a presentation on the assessment pattern in Classes IX and weightage of marks for the subject papers as well as SUPW. Then the children were apprised about Group I and Group III subject options. Under Group I, the children have to choose between the three language option offered to them, i.e. Hindi, German and Sanskrit. Under Group III, children have to choose from 4 subject options, i.e. Art, Physical Education, Computer Applications and Home Science. The concerned facilitators presented the details of their course, assessment patterns and the project work involved. After this, the gathering was apprised of National Institute of Open Schooling (NIOS), an alternate medium of assessment.
Post the presentation, the session was opened to parents and children for sharing their thoughts and queries. It brought up several concerns from parents and children alike. This session was well received by all and helped the children in thinking about the subject combinations that would be most suitable for them in Classes IX and X.
Open House Interaction for Class VII
The Second Open House Interaction for Class VII was facilitated on 30th January, 2016. The objective of the session was to help parents further their understanding of their children as adolescents.
The First Open House Interaction had aimed to communicate the perspectives of the children to parents. On the brink of their adolescence, children are faced with numerous changes and challenges-physical, emotional and intellectual. A need was felt by children and facilitators to communicate openly to parents about these changes and their impact on self and others. To take this process further, the Second Open House Interaction was seen as an opportunity for parents to reflect and gauge the impact of their attitudes and behaviour on their children. Sunil bhaiya facilitated session on ‘Understanding Psycho – Social Development of Children: Erikson’s Perspective’. Erikson’s theory was seen as a tool to help parents in the process of reflection. Some studied situations of children and parental behaviours were also shared to built in the context for the session. The session was well received by all and helped each one present reflect on their own behaviour and interactions with the adolescent.