ARTICLE PUBLISHED IN CENBOSEC ‘09

Given the kind of faith and trust reposed in it, the onus rests entirely on the school to provide an environment which is conducive to the development of the child; an environment that allows all students to achieve their maximum potential-academically, personally and   socially. The primary task of a school is undoubtedly imparting of education to its pupils. However, academic success is inextricably linked with the physical, mental and psychological health of the student. It would be naïve to expect learning outcomes in case the student perceives a threat to his safety and wellbeing at school. An unpleasant/traumatic experience in school can scar a child for life.

At this juncture it is imperative to realize and accept that schools have not always proved to be safe havens. Numerous instances have come to light, in the recent past, where students’ safety has been breached. Natural disasters, on campus violence, structural hazards, constructional hazards, Internet access, etc have time and again threatened the wellbeing of students. Though the danger to a child’s physical safety may be most palpable, it is crucial to realize the importance of emotional and psychological health of a child. Creating safe schools involves more than just the physical safety of students. A nurturing emotional environment is indispensable for fostering growth and development. The sense of belonging, self esteem and acceptance that accrues from an appropriate emotional environment significantly contributes to success and achievement.

In the face of the alarming rise in the spate of incidents that threaten school safety, it becomes necessary to address the issue at the earliest. The overarching challenge is to provide an environment devoid of any real or perceptible threat. My experience over the years as an educator and administrator has provided me with an insight and understanding of the myriad factors that may endanger safety and hamper development. Though safety concerns may be school specific and may assume diverse forms, there are certain broad parameters which can be considered as relevant to all. I have endeavored to enumerate a few measures that are vital to countering threat and cultivating a safe environment:     

The foremost step is to identify the areas/factors that pose a threat to students’ safety. While enlisting the same, care must be taken to include factors both within and outside the school environment. Any perceived or real threat to the physical, psychological and emotional health of a child should be recorded. Cooperation of agencies and organizations working in the field should be solicited.

1. Planning in Advance

Systematic and advance planning is crucial for successfully countering/averting any disaster. Preparedness is of vital importance. Strict adherence and continuous verification of the laws prescribed by the government regarding safety should be the moral obligation of the school. Any advisory on safety should be complied with. Any resources required for effective management of a crisis situation should be in place. The school should be in constant touch with agencies operating in the field for mock drill training of teachers and students. Fire management, earthquake and flood management, structural and constructional safety, trauma management, safety of the challenged should be the foremost priority of an institute. Areas like internet safety, peer pressure etc. should not be neglected. Counseling sessions and staging of street plays can be effectively used to enlighten the students and assuage any fears they might be harboring.

2. Coordinated effort

Teachers - Emotional and psychological safety comes from the trusting relationship nurtured by a teacher. The experiencing of a ‘trusting relationship’ with their teacher is psychologically significant for pupils and can help overcome any emotional issues or problems confronting the pupils. Numerous incidents of violence that have been reported in schools could have easily been averted had the students’ reposed faith in their teachers. The teachers need to step up their role as the custodian of the students. The development of trust and respect are a fundamental pedagogic responsibility of the teacher, as they help to establish ‘conditions of learning’ in the classroom.

Students- The pupils should be made partners in addressing safety issues. Preparedness should be initiated from the early years of school education as it is an age where children are most adaptable. It is necessary to augment their awareness and understanding of threat from different quarters and the means to thwart them. Counseling sessions and street plays can be effectively used to enlighten the students and assuage their fears. Workshops and mock drills should be conducted.
Many schools have successfully initiated students into traffic duty. Similarly, their energy can be channeled to address safety issues.

Parents - A coordinated effort between the parents and teachers is necessary to comprehend and address any problem faced by the child. Parents have every right to understand what is happening to their children at school, and teachers have the responsibility to share that information without prejudicial judgment.... Such communication, which can only be in a child's interest, is not possible without mutual trust between parent and teacher.  It is only when they work in tandem that the holistic development of a child can be achieved and a threatening situation defused. Beyond the school, parents should make a sincere effort to understand their child’s needs. They should be aware of the child’s peer group. Alertness about and monitoring of the child’s internet habits is a must. 

 Agencies/Organization- The school should be in constant touch with agencies working in the field so as to update their knowledge and get a better understanding of the issues. Exchange of information with other schools can be of immense help. Community involvement should be solicited. 

4. Effective implementation- Teams of teacher-student volunteers should be trained for crisis management in different areas. They should be able to successfully handle a perilous situation.

Lets all contribute towards creating a safe environment for the students. An environment, which propels and inspires children to give their best - unhindered by any lurking apprehensions and fears. Safety should be the motto of every school.

ARTICLE PUBLISHED IN SAHODAYA ’09 SOUVENIR

Ms. Jyoti Gupta(Principal)
K.R. Mangalam World school,Gk-II

HOLISTIC ASSESSMENT

LIFE SKILLS: A CONDUIT TO SELF DISCOVERY

 ‘..For once on the face of the Earth
let’s not speak in any language,
let’s stop for one second,
and not move our arms so much..’

In this very poignant appeal, from ‘Keeping Quiet’, acclaimed Nobel laureate, Pablo Neruda, expatiated on the need to introspect and meditate so as to foster self understanding, unity and peace.

We live in an age and time, where the word impossible appears to be an extinct word in the dictionary. We have established our superiority as a race; laid siege to the seas, land & skies, ushered in a revolution of information technology & tamed science to our advantage; In short, we have progressed at an accelerated rate to conquer and vanquish any impediment that came in the way of our goals. In this race to be at the top, however, we lost ourselves. As we sit smug and complacent, reveling in our successful forays in different domains, the realization that we have failed to evolve as human beings, is probably a distant thought. If war rages like never before, prejudice, bias and intolerance tinge our outlook, and we fall prey to stress and anxiety at the slightest discomfort, can we really claim to have progressed?  

Given the current scenario, there is a need to kindle the skills that lie buried in each individual, but are crucial in terms of holistic development. Skills, which equip us to handle the challenges that we accost in our daily life. Educationists and critics have repeatedly stated that the education of students should involve much more than simply testing their academic acumen.

The initiative taken by CBSE to incorporate life skills as an essential component of school education is a recognition of the need to assess an individual in totality. These skills namely, Thinking, Social and Emotional are integral to the building of a healthy self concept, and instilling confidence and empathy:

Assessment, which confines itself to a year end academic exam, is merely a test of the student’s memory and rote learning capacity. It fails to kindle the creativity of a child, and more often than not it is the student who is good at memorizing, who passes the exam with flying colors. But, aren’t thoughts the building blocks of life? History stands testimony to the fact that the most able leaders and administrators were the ones blessed with originality of thought. Honing Thinking skills would help prepare a class of individuals who are efficient at decision making and problem solving. The paradigm shift introduced through CCE would be conducive towards creating an environment which develops thinking skills.  

Emotional skills help in regulating adverse emotional states and building resilience. The stressful and fast paced life in today’s times has wrecked havoc on our emotional states. There is minimal effort on the side of individuals to control emotion, be it the private or public domain. Emotional outbursts in schools are not an uncommon sight.  Given the fact that very few amongst us make any recognizable effort to control our emotions, training in emotional skills will help students deal effectively with the vagaries of life. By teaching emotional management, anger control, impulse control, and stress management, the education system can help produce individuals, who are better equipped to deal with the challenges of life. These skills would not only help decrease incidents of crime, violence, suicides and school dropouts, but also sensitize students towards the emotions of others. Most importantly, the students would learn to act and not react to situations.

Social skills help define and delineate between acceptable and unacceptable behavior. When social skills are used correctly and at the right time, they help us get along with other people and make appropriate decisions in social situations. The school is a social unit where a student gets to interact with individuals of diverse cultural and social backgrounds. Mastery in social skills, would not only help students better adjust to social situations and contribute towards a common goal, but would also help them appreciate a different viewpoint.

The three skills mentioned above would help the students evolve as individuals by enabling them to understand themselves better. Training in these three important skills would help the students effectively handle the challenges of modern life, and thereby tread on the path of self discovery. Discovering oneself may be an arduous task, but it definitely is the most rewarding and satisfying task.

"Established in Self-Realization, one is not moved even by the greatest calamity."
Bhagavad Gita

ARTICLE PUBLISHED IN YOUNG MINDS

Ms. Jyoti Gupta(Principal)
K.R. Mangalam World School,Gk-II
To  follow is a virtue  if you are following someone who has something real to teach."    
As always, the arrival of Teachers’ day and the assortment of festivities and adulation that mark this momentous day transports me back in time to dwell on the origin of the Guru-Shishya lineage in India. Firmly ensconced in the sylvan surroundings of the forests, the Guru transmitted knowledge to his Shishya during the Vedic times. The diksha given by the Guru did not revolve around a few subjects, but expatiated on the entire repertoire of the Guru’s learning and inculcated and imbued the learners with spiritual values that helped mould their character and bearing. The learner looked up to the Guru for divine guidance and the spiritual and enlightened teacher helped resolve the pupil’s queries with patience and understanding. The relationship between the teacher and the taught was steeped in trust, respect, devotion and commitment.
 
This relationship, which began in the early oral traditions of the Upanishads, evolved into a fundamental component of Hinduism with the passage of time. The relationship between Krishna and Arjuna in the Bhagavad Gita portion of the Mahabharata and between Rama and Hanuman in the Ramayana stand testimony to the reverence accorded to the Guru and the intellect and spiritual knowledge imparted via the Guru’s pearls of wisdom.

It is with great zeal that we once again get ready to usher in Teachers’ day on 5th September and extol the contribution of teachers to the society. However, amidst all the gaiety and fanfare that mark this occasion one hopes that we draw inspiration from the Guru-Shishya lineage and foster a teacher- taught relationship that is not ephemeral in nature but is founded in trust and faith.