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middle-senior School

  • Open and inclusive spaces that reflect openness to learning.
  • Enduring respect for children as thinkers and explorers.
  • Structures and processes ‘led’ by children, experiential education, collaborative work and skilful feedback.
  • Choices with a purpose that define children as individuals far more than their abilities.

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“THE FIRST principle of  true teaching is that nothing can be taught. The teacher is not an instructor or taskmaster,  he is a helper and a guide.  His business is to suggest and not to impose. He does not actually train the pupil’s mind, he only shows him how to perfect his instruments of knowledge and helps and encourages him in the process.

He does not impart knowledge to him, he shows him how to acquire knowledge for himself.  He does not call forth the knowledge that is within; he only shows him where it lies and how it can be habituated to rise to the surface. The distinction that reserves this principle for the teaching of adolescent and adult minds and denies its application to the child, is a conservative and unintelligent doctrine.

THE SECOND principle is that the mind has to be consulted in its own growth.  The idea of hammering the child into the shape desired by the parent or teacher is barbarous and ignorant superstition…..

To force the nature to abandon its own dharma is to do it permanent harm, mutilate its growth and deface its perfection.  It is a selfish tyranny over a human soul and a wound to the nation, which loses the benefit of the best that a man could have given it…..

THE THIRD principle of education is to work from the near to the far, from that which is, to that which shall be….  We must not take up the nature by the roots from the earth in which it must grow or surround the mind with images and ideas of a life which is alien to that in which it must physically move.  If anything has to be brought in from outside, it must be offered, not forced on the mind.  A free and natural growth is the condition of genuine development.”



Children’s Literature and its integration in the curriculum (Monday, 3rd of July 2017)

After a rejuvenating summer break, the team reconnected through an enriching session on ‘Children’s Literature and its integration in the curriculum’, facilitated by Paro Anand.

Paroji is the author of more than 26 books for children and young adults, including plays, short stories and novels. A performance storyteller, Paroji has performed her stories in many parts of India, UK, France and Switzerland. She runs a programme, Literature in Action on the use of stories in the holistic development of young people. Paroji has recently been honoured with the ‘Sahitya Kala Academy award 2017’.

The session was inclusive keeping in mind that teachers from Playgroup – Class XII and our auxiliary/admin team members were all part of the same. Powerful narration, stories of and from children, experiences with village schools and first generation learners who have never seen a book – all this was sensitively built in the session.

The dialogue with teachers was inspiring and included how stories can generate awareness and lead to exchange of thoughts on sensitive issues such as violence and gender. Also how a simple story can be facilitated for various age levels and give way to varied discussions.

It moved forward with her book ‘Like Smoke’, whose opening line ‘I hate Muslims’ has created furore, bans and accolades too. Widening our mind sets, the take away was also that ‘it is not just the story but what we do with the story’.

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