Segrebin Project

The Segrebin Project is a student-led initiative of the Environment Committee that was launched last year with the vision of promoting sustainability within the school community. As part of this project, waste paper, used books, and notebooks were collected through the collective efforts of the entire Shikshantar community.

On 13th May, we invited Pulak Aggarwal to interact with our committee members and share insights into the process of recycling waste paper into new notebooks and diaries. Over 100 kilograms of waste paper were donated to Inch Paper.

Under their social initiative, ‘Har Haath Kitaab’, the collected waste paper and used books/notebooks will be recycled and transformed into new learning materials, which will then be distributed free of cost to NGOs working with underprivileged schools and government school children.

This initiative marked a meaningful step towards building a more sustainable and socially responsible school environment, led enthusiastically by the senior students of the Environment Committee.

Building the Inner Self - Classes IV and V

On the occasion of Buddha Purnima, Minoti Didi connected with the Class IV Purva group and a few Class V children for an introspective conversation on building the inner self. The session focused on the ‘Three Doors’ of body, speech, and mind, exploring how these entryways connect us to our inner worlds and guide our everyday actions.

What made the experience especially heartening was the initiative shown by the Class V students. Those who volunteered stepped forward to take on the role of facilitators for subsequent sessions with Class IV. With sincerity and growing confidence, they initiated and led discussions, while Minoti Didi offered gentle co-facilitation and guidance.

Children began the discussion with a correlation of inner self to their ongoing theme of ‘Pollution.’ In a process of thought-provoking enquiry, they drew a profound parallel between outer pollution and internal pollution, identifying jealousy, anger, guilt, and fear as ‘dark clouds’.

Through continued discussion using real life examples, the children separated the tangible from the infinite, deducing that while the brain is a physical organ, the mind is an unseen, boundless landscape of creativity. They realised that the mind reveals itself dynamically through thoughts, imagination, and project ideas.

They noted how the ‘Body Door’ is polluted through conflicting situations, the ‘Speech Door’ through mocking or teasing, and the ‘Mind Door’ through harbouring negative thoughts. Rather than suppressing these emotions, the children identified mindful remedies to clear this inner waste, such as deep breathing, stepping into quiet spaces like the Vanar Vatika, listening to music, and facing fears directly by talking with Didi.

Minoti Didi emphasised that navigating life successfully requires us to fly with two strong wings- Wisdom and Compassion. The students learned that Wisdom means making sensible choices, such as reducing plastic use or protecting natural cycles like pollination and underground water. Compassion extends this care to the Earth, to creatures like bees and butterflies, and to oneself.

They reflected on how the Lung-ta prayer flags placed at the highest points carry and pass on the ‘mantras’ written upon them to the entirety of nature without any discrimination, which they learned are symbols of the enlightened mind.

By the end of the session, children understood that while we all possess these two wings, we must actively strengthen them. By keeping our three doors pure and free from inner pollution, we can live a truly happy, balanced life in harmony with nature.

Unboxing : A Week of Professional Immersion

"I never realized that behind every 40-minute lesson is a complex network of electricity, scheduling, and collective support. It’s like a clock; we only see the hands moving, but this week we saw the gears." - Class XI Student Participant

A traditional classroom often feels worlds apart from the logistical complexities of the real world. To bridge this divide, our Class XI students participated in a week long Apprenticeship Programme in the month of March 2026, stepping out of their roles as learners and into the shoes of our administrators and professionals who ensure the smooth functioning of our school.

The program was designed not just as an observation exercise, but as a rigorous immersion. Students were assigned to various departments - ranging from Purchase and Finance to Human Resource, Transport, Housekeeping, Horticulture, Lunch services and the Security Department. The goal was to provide a 360-degree view of the school’s ecosystem, fostering an understanding of how distinct departments synchronize to create a seamless educational environment.

Throughout the week, the apprentices followed a structured four-pillar approach of observing, questioning, analysing and suggesting. Students shadowed department heads, witnessing the granular details of daily operations from managing supply chains to coordinating student data. Further engaging in dialogue with staff, they asked the ‘why’ behind established protocols. Apprentices were tasked with identifying bottlenecks or areas of high efficiency, applying critical thinking to real-time administrative workflows. The program culminated in a feedback session where students presented innovative suggestions to improve departmental functions. They were given real life problem situations for which they had to provide realistic solutions.

The depth of the students' engagement was reflected in their diverse takeaways. Those in the Finance Department gained insights into the intricacies of budgeting and resource allocation, while students in the Housekeeping and Horticulture, learned about the massive logistical effort required to maintain a clean, green and hygienic environment in the campus.

The Transport and Security apprentices explored the enormous system of making bus routes, appointment of drivers and conductors for the buses and safety protocols maintained in the school to create a secured and conducive environment for the students and staff alike.

Meanwhile, students in the Purchase and Lunch department honed their skills of creating a quotation to attract vendors for buying stationery and organising lunch facilities for all the students and staff members. The apprentices who were a part of the Human Resource department built an understanding of the recruitment processes. They gained clarity about the onboarding and off boarding systems etc.

This apprenticeship has proved that when students are treated as stakeholders, they rise to the occasion with maturity and fresh perspectives. By allowing our Class XI students to analyse and suggest improvements, the school has not only provided them with valuable career insights but has also benefited from the innovative, unfiltered ideas of its brightest minds.

Sow Good Farms Visit - Class V

The Class V children had a meaningful hands-on experience of farming which began with an engaging visit to the Sow Good Farms. They saw different small farms and tried to recognise the different crops, which helped them connect with nature. During their visit, they sowed seeds and created small farms through which they explored the care required for farming and how plants grow from seeds.

They also learned about the use of bio-pesticides as a natural and eco-friendly way to protect crops. They prepared some for themselves with green chillies, garlic and neem leaves. Alongside this, children discussed the importance of recycling plastic bags and bottles and how waste can be reused responsibly.

After the enriching experience in the warm sunlight, the children enjoyed a refreshing glass of lemonade with hot tempting pakoras. It helped them cool down and recharge while they sat together, reflecting on their learning and sharing their excitement about the farming activity. The visit helped the children to understand simple ways to care for the Earth and develop respect for farmers through developing firsthand experience.

Adolescence Theme - Class VII

With the theme of ‘Metamorphosis और मैं, the Class VII children explored ‘Adolescence’ through a number of curricular experiences in the weeks leading up to the 1st Parent Open House.

In the Circle Time, the students headed to the back lawn to take part in an activity where a blindfolded child in the centre of a circle would try to tag two others as the students shouted out instructions to help them. It was an enjoyable experience fostering self-confidence, trust and teamwork.

The children discussed the different aspects of change they have noticed in their lives - “started defining social relationships”, “change in facial features”, feeling that “I am not a kid anymore”. Working in small groups, they created meaningful roleplays on how they developed the skill to resolve the little conflicts that arise in their lives related to social dynamics in the classroom, screen overuse and sportsmanship on the pitch. The children also composed original songs -

“Who we are, and who we’ll be,
What we do, and what we’ll see.
We are on a path that’s taking us far,
Where surprises appear like shooting stars.
Let’s walk ahead with a smile on our face,
For we all know, it's just a phase”

Along with their own changes, they observed the cycles of growth and transformation that take place all around them in nature - a caterpillar turns into a butterfly, trees exchange oxygen and carbon dioxide. Each group also planted a fruit sapling which the children will nurture as they grow together and which will remain as a mark of their time at Shikshantar when they move on.

At the Open House, parents expressed their surprise and joy at the maturity shown by the students and wished them well as they continue on this amazing journey of growth.