Every teacher
more enabled,
more inspired!






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Safe and Sensitive Schools

The 2 ½ year long project, with eleven schools, focused on training the school and the teachers to promote positive relationships among all the stakeholders

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On our times turning eleven!

An 'adolescent' decade could be just the right time to make the social agenda of educational reform, a reality.

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Promoting Caring Schools!

“I could never imagine that a teacher can bring in such levels of energetic enthusiasm in classrooms and technically plant positive behaviours among the learners”.

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TSA: Learning Together

Through our time with the teachers in the last few months, we have noticed several things which we felt needed to be addressed formally, in the whole group

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TTF takes Whole School Quality Circle Time to government schools in Raigad!

  • Thursday, August 14, 2014
  • “QCT workshop can be used for children, as well as adults. It is life's learning”, said a teacher participant after the two day workshop on Whole School Quality Circle Time organized by The Teacher Foundation as a part of the School Improvement Project for government schools in Raigad, Maharashtra. The School Improvement Project in Raigad is supported by Swades Foundation, Mumbai across a two-year time frame. The Teacher Foundation will work with 131 Heads of schools and 409 teachers during the course of the project. The project aims to empower teachers and build their capacity to make learning a meaningful and enjoyable experience for children.

     

     

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    As a part of the project TTF had reached out to 286 teachers and heads in Raigad from 23 October 2014 to 26 October 2014, training them in QCT, to help them to understand the ethos of the Whole School Quality Circle Time Model to promote positive behaviour and respectful relationships in their schools. Raigad is one of the largest districts on the Konkan coast of Maharashtra, India. The closest cities are Mumbai and Pune, approximately four hours away, by road. It has rural economy which mainly depends on agriculture, fishing and poultry. The terrain is mostly hilly with small schools located on different hillocks. Children walk up long distances to their schools or hitch rides if there are buses or rickshaws operating on their routes. In the majority of schools, children take the responsibility of cleaning the school every morning, arranging furniture, closing the school etc. The sense of community is very strong amongst teachers and students. Majority of teachers also own farmlands and perform other roles in the village community. Also, everyone knows everyone in a village. Hence, in many ways, Raigad serves as a unique environment for Jenny Mosley's QCT.

     

     

     

    The group dynamics are unique in Raigad. Majority of teachers are male, as is common in the government sector in India. One can easily notice insensitivity or rather, a conditioned response on the part of men to not wait for a woman to respond or offer her views or finish what she is saying. A lot of it can be ascribed to the culture in India and in these areas in particular. The QCT training is a very powerful tool to challenge such norms. One of the most moving moments on the second day of a training has been when an Urdu medium teacher tapped the desk and said “I have a point” (in Hindi) in a polite manner when her male colleagues didn't notice her raising hand.

     

    Some of the other reflections that teachers shared were the effects of labelling in an environment like theirs. Since villages are often close – knit communities, labels don't stay restricted to the school's compound walls. They tend to follow the child into the community. Right from their peers in school to adults in the neighbourhood, everyone starts attaching these labels to them. A teacher shared his own experience of labelling a girl 'slow' as a child and how that stayed with her till she left the school, although she wasn't really 'slow'. He felt the urge to tell her parents and neighbours to stop calling her so just because a teacher like him said so in a fit of rage. Teachers also identified QCT to be a wonderful platform for students to share and care because, even in villages, many children are now growing up in nuclear families. QCT can help in making them open to connect with other children, share their problems, offer help and show appreciation.

     

    Teachers are not only thoughtful and reflective, but also critical in examining various concepts. Some of the teachers actually read about concepts like Emotional Intelligence and shared how they felt QCT could help in making children emotionally more aware and expressive. They ask questions such as QCT being a UK based concept, might have been built considering the kids over there. Hence, how much does it work with children from India and other parts of the world? Is your work backed by any research ? The Teacher Foundation can very well answer these queries since it has been witness to the success of QCT for so many years in so many different schools across sectors and economic strata. Moreover, as TTF is also doing research in the area of Social and Emotional Learning our belief in QCT and the Whole School Ecosystemic Model is further strengthened.

     

    At the end of the training, teachers express feeling more empowered. They confess of never having thought so much about themselves – their thoughts, feelings, emotions, beliefs, values, self-esteem etc. Following are some of the testimonials from the teachers trained Whole School Quality Circle Time in Raigad:

     

    "In 22 years of my teaching career, I have never felt as important as a teacher and a person, as I felt during these 2 days"

    "Many trainings happen. Very few stay with us. This definitely will because it has touched our heart"

    "So many trainers come. They go on speaking and we are at the receiving end. This is the first time when a training has made us think, reflect and come up with answers to our questions. You spoke less, but made us think more"

    “It was person - centered training and that is why everybody involved and participated in activities”.

    “To bring about a change, you need people who can be good guides. Country can progress when this change occurs. There is a lot to learn from this workshop which can bring about a change.”

    Posted by Monila Sapre, Project Coordinator, School Wellbeing

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    SCHOOL LEADERS’ COLLECTIVE: Sane Ideas for Safer Schools - a back to basics approach

  • Tuesday, August 12, 2014
  • In these past 2 weeks we have heard a cacophony of voices and views about schools becoming 'dangerous' spaces for students. While the alleged criminal actions on the part of a couple of staff of a city school were completely preventable, it's vital not to succumb to the prevailing atmosphere of rhetoric, ranting and blaming. School managements and principals in all our schools need to take serious stock and be proactive about taking measures to make schools safer for our students.

     

    Several members of the public, including the Police and parent community are suggesting a lot of steps, albeit with good intentions. But how viable are these steps? Will they prevent similar atrocities against students? Moreover these measures could either push teachers into passive acceptance or into a constant state of anxiety and apprehension.

     

    These are all unhealthy for the overall well-being of an institution. As part of its enduring commitment to Safe and Sensitive Schools, The Teacher Foundation in collaboration with Times Foundation is organising A School Leaders' Collective to offer Sane Ideas for Safer Schools. This will be on 21st August 2014 at 2:30 pm. (for 2 and a half hours)

     

    Hand outs, tea/coffee and snacks will be provided !

    No registration fee.

    Venue:

    Ashirvad

    No.30 b-1, Opposite To SBI Bank & Next To White House,

    St Marks Road,

    Bangalore – 560001

     

    Do confirm your attendance at earliest to 9591824944/9591824945/8095587430/8095587431.

    Email to: info@teacherfoundation.org

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    Getting better by the dozen!

  • Sunday, June 1, 2014
  • It's easy to be the newest or latest novelty in the market and entice schools with a variety of products or services. It's an entirely different matter staying true to your vision of making schools enabling environments for students, by empowering educators and doing this effectively, a dozen long years. I feel proud that TTF at twelve makes a strong statement that we are here for the long haul! We don't dabble, we deliver; we don't preach, we practise; we discourage complacence, we strive for competence and being cutting-edge. Our mission is to enhance the quality of teaching and learning that takes place in schools across India and we are getting better at it by the dozen.

    My warmest appreciation for the committed team members who have shared the dream and stayed the course. TTF has the potential to make long-lasting impact, inspired by, not large endowments, but by the power of one idea – enabling and inspiring every teacher !

    As the principal of a leading city school mentioned in an e-mail to me "Here's wishing you a year of lighting up lives of many more teachers!" That's a testimonial to cherish and I thank hundreds of schools and principals who have placed their valuable trust in our professional judgement.

    Maya Menon
    Founder Director
    The Teacher Foundation


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    TTF's Annual Seminar 2014 : Knowledge Management in Schools

  • Friday, January 17, 2014
  • As the new year unfolds, it is that time of the year again for TTF's Annual Seminar!

     

    In all our interactions with school managements and principals, in the recent past, one recurring and real concern they have shared with us is the loss or fear of loss of their most vital of resources – the teachers, especially teachers they have invested in or have groomed for greater responsibilities. The 'brain drain' that most schools fear, either in reality or in perception, often halts or negates any concerted change initiative, especially for improving teaching-learning processes. Schools therefore prefer to focus on more permanent fixtures like infrastructure and technology enhancements rather than teacher development.

     

    Vice Admiral (retd.) B Kannan, is someone who understands this dilemma very well albeit in the context of the Indian Navy, where the retirement of highly qualified and talented officers could leave the Armed Forces severely handicapped if it were not for sound Knowledge Management Systems.This actually has far-reaching implications for schools too. Much of the unique style, content and classroom repertoire often remains embedded in teachers' minds as “tacit knowledge”, and may not have been transferred and embedded in the “organisational knowledge” of the institution. In such a case, the exit of the particular teacher leaves a vacuum, which puts pressure on the organisation to juggle a demanding academic calendar.

     

    How should schools cope with such situations when their organisational knowledge is significantly bereft of the expertise and experience of some teachers? What measures should they regularly take for building up the organisational knowledge? How do the institutions ensure that these measures do not further burden the teachers? How can the teaching methods be refined with the help of organisational knowledge? The answers to these questions emerge from a tailor-made Knowledge Management System (KMS) for the institution, which allows tacit knowledge of teachers to flow to organisational knowledge with minimum effort.

     

    Vice Admiral Kannan is a highly decorated officer, of the Indian Navy. He has been honoured by the President of India with the Vishishta Seva Medal, Athivishishta Seva Medal and the Param Visihishta Seva Medal for exemplary service. He is a graduate in Electronic Engineering from College Of Trivandrum, Kerala and an M. Tech from IIT Bombay. He also has a Masters in Administrative Management from Jamnalal Bajaj Institute of Management Studies, Mumbai. He was instrumental in setting up KMS systems in Naval training centres, Dockyards and Project organisations. He retired recently as the ‘Chief of Material’, the top-post for technical officers in the Indian Navy. Presently he is a research fellow with Anna University.

     

    We look forward to having you at what promises to be an illuminating seminar on 13 February 2014 (from 3.00 pm to 6.00 pm) at St. Mark's Hotel, 4/1, St. Mark's Road, Bangalore - 560001.

     

    For more details and to register your name for the event, please contact:

     

    Aditi Choudhary + 91 80955 87430

    Ajay Kumar +91 80955 87431

     

    You can also register for the event by mailing us at info@teacherfoundation.org

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    Five meaningful days with 17 school heads!

  • Saturday, December 7, 2013
  • “It was a wonderful journey we had for five days. Your team empowered us. In fact today, I tried KWL sheet for std VIII and X along with Jigsaw. The response was excellent. The students participated with lot of zeal. I will be experimenting all the things what we learnt.” , Sunitha Srivastava,Senior Coordinator of Sri Vani Education Centre wrote to us once she was back in the school after the five exciting and enriching days with The Teacher Foundation as a part of the five day leadership training for school heads.

    A consortium formed by Birla Shloka Edutech and The Teacher Foundation (Shraddha Trust & TTF Education Services Pvt Ltd)  has been empanelled by the Central Board of Secondary Education (CBSE) to deliver a 5 Day Residential Programme for Heads of CBSE Schools on Effective School Leadership and Management and a 1 day training programme for teachers on Continuous Comprehensive Evaluation(CCE). In connection with TTF organized HeadLAMP for CBSE School Heads between 25 and 29 November 2013. 17 school heads from across South India participated in the programme.

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    The five days were filled with exciting moments of learning for the heads, from the facilitators and each other. The workshops dealt with critical aspects of modern school leadership, which included setting of vision based on institutional values, change management, teaching-learning, instructional leadership and developing the art of coaching.

    “As a principal, I have enriched my knowledge. The sessions were very helpful for me especially as I am a mentor for CBSE.” said Sreekala Menon of Amrita Vidyalayam. “I learnt how to motivate my teachers and inspire them for active learning and teaching.” said Lenin R K, Principal of Cordite Factory School.

    The response of the school heads after the five day programme was very encouraging for all of us at TTF and it strengthens us to look forward in our mission of enabling and inspiring educators across the country. Syed Akram, Principal of Jain Public School wrote back to us after the workshop, “ Living with the TTF has been a very beautiful experience. Thank you for being so good to me and my learning is spontaneous because of the generosity each of you at TTF have shown. Continue to be good and make the world of  difference.” Meenakshi Ramanathan of Sri Vani School wrote to us, “Thank you vey much for enriching us on so many areas of our profession  and we have been a part of the mission of TTF also”
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