Migration to Google Apps for Education

प्रिय पालक,

यह नोटिस बहुत ही महत्वपूर्ण है, कृपया ध्यान से पढ़ें और उचित कार्यवाही करें।

सोशल मीडिया के माध्यम से हमने सूचित किया था कि जल्द ही आप सभी एक नए और बेहतर संपर्क प्रणाली पर आ जायेंगे। हम एक-एक करके सभी कक्षाओं को इस प्रणाली पर ला रहे है, अब आपकी बारी है:

कृपया 18, 19, या 20 जनवरी को 15 मिनट का समय निकालकर सुबह 9:30 बजे से 2:30 बजे के बीच स्कूल आए। माता-पिता दोनों आए तो बेहतर होगा। हम आपको नए ईमेल -id देंगे अतः अपना मोबाइल फोन अवश्य लाएँ, जिस में Gmail एप्लिकेशन इन्स्टाल किया हुआ हो। अधिक जानकारी के लिए नीचे दिया गया विडियो देखें।

यदि आप नयी प्रणाली नहीं समझते तो आपको कोई भी नोटिस प्राप्त नहीं होगा

अतिरिक्त कार्य जो आप साथ में कर सकते है

  1. छात्र के आधार कार्ड की फोटोकॉपी जमा करें
  2. परिवार के समग्र id की फोटोकॉपी जमा करें
  3. छात्र के बैंक खाते की फोटोकॉपी जमा करें
  4. यूनिफ़ोर्म का ऑर्डर दें (अगले वर्ष से लोअर और निक्कर भी ड्रेस में रहेगी, आप आवश्यकता अनुसार पैसे जमा करा दें। एक पीस का मूल्य इस प्रकार है)
    • टी-शर्ट – 250रु
    • लोअर – 250रु
    • निक्कर – 200रु
    • स्वेटर – 500रु
    • यूनिफ़ोर्म विक्रेता 10 फरवरी तक स्कूल से ही ऑर्डर ले रहे है। आप अपनी इच्छा अनुसार किसी भी विक्रेता से बाद में भी यूनिफ़ोर्म लेने के लिए स्वतंत्र है।

यूट्यूब में विडियो देखने के लिए यहाँ क्लिक करें

Poem&Story Recitation Day + Ramanujan Week

Poem and Story Recitation Day (Preschool Event)

Following students participated in the poem and story recitation day. All the participants will get a certificate of appreciation at the Yearly Award Ceremony (25th February 2018). List of participants:

  • Nursery: Ariketh Goyal, Kavya Mishra, Maksharth Gokhale, Aarna Singh, Heral Patidar, Jivishka Gurbani
  • Junior KG: Krisha Jain, Mansi Rangari, Bhavya Nahar, Lakshya Gupta, Aarav Bansal, Shankhesh Chhajed, Aradhy Gupta, Abhyudaya Shukla, Atin Nema, Aayansh Vyas
  • Senior KG: Nayesha Gangwani, Aarav Sharma, Rudra Joshi

Thank you all the parents and students for participation we appreciate your efforts!

Learning Basics of Coding – Junior School

Grade 1 students were exposed to computer coding with the help of a game. The students were supposed to act like a robot which follows does a particular task whenever some command is typed in the system. The lesson plan and photographs of the activity are given here for details:

  • Understanding how robotic instructions are given
    • Ask children to use instructions for routine works like – go ten steps in forward direction, take a left turn, e.t.c
    • Make syntax for each instruction
      • START
      • Moving forward A steps – walk(A)
      • Left turn – turn(L)
      • Right turn – turn(R)
      • Moving backward B steps – walkback(B)
      • STOP
    • Work in teams of two to write an algorithm to make a square of 5 steps size
    • Teacher will make turtle outputs for each of the answer
      • Correct answer should look like
      • START
      • Walk(5)
      • Turn(L)
      • Walk(5)
      • Turn(L)
      • Walk(5)
      • Turn(L)
      • Walk(5)
      • STOP
    • Discuss if any other algorithm is possible.
  • Using FOR loop
  • Give some situations where similar types of instructions are repeated.
  • FOR(5)
  • {
  • ….
  • }
  • This repeats the code 5 times.

Ask students to make new code for making a 5 step square using FOR loop

  • FOR(3)
  • {
  • Walk(5)
  • Turn(L)
  • }
  • Walk(5)
  • STOP

Write code for making shapes in groups of 3/4 students :

Facebook Live with Yograj Patel 16 December 2017

Disclaimer1: The questions asked by teachers in the session are not their own queries or views they are only representing the questions usually asked by parents of their classes.

Disclaimer2: We have some core philosophies, for e.g. 100% attendance, punctuality etc., they are not debatable, discussion is only for doubts and clarifications.

Facebook Live Video Recording: https://www.facebook.com/gyankriti/videos/1704421859579428/

Question 1: My child is interested for Dance or Cricket. I want to know because he is very much interested in both things? – Suresh Chouhan

Answer in video: 1:16 to 4:00

Summary of answer: Interest of young children change with time. It is better for wait atleast age of 7-8 years before children start any formal training. Avoid time pass activity classes – risk of bad influence. Avoid team games, younger children are more likely to show more interest in individual sports.


Question 2: How did you decide about the theme of this year’s annual function? What inspired you? – Navita Katariya

Answer in video: 4:00 to 6:28

Summary of answer: We focus on developing nationalistic and patriotic feeling among students, they should know about each and every part of India. ‘Indic languages’ was an easy theme to showcase India’s culture and mother of all languages – Sanskrit. The movie Baahubali inspired us for this theme as it has songs in multiple languages including the Dheevara song in Sanskrit language.


Question 3: Why didn’t you give any mementos or certificate this year in Gyankumbh? – Deepika Gokhale

Answer in video: 6:30 to 7:40

Summary of answer: This year onwards we will organize Yearly Award Ceremony to distribute all the awards at once. It is scheduled at PritamLalDua Sabhagruh on 25th February 2018.


Question 4: प्रीस्कूल कक्षाओं में कोई भी पाठ्यपुस्तक नहीं है। किन्तु कक्षा १ में कई पुस्तकें हैं। क्या यह व्यवस्था बच्चों के लिये कठिनाईपूर्ण नहीं होती? – Rachana Saxena

Why there are no textbooks in your school? – Rajkumar Rathore

Answer in video: 7:40 to 9:00

Summary of answer: This is not factually correct. We have notebooks in all classes, children however don’t carry them in school bags every day. Preschool students don’t have textbooks and we follow our own curriculum developed in sync with ICSE guidelines. Grade1 onwards students get textbooks for Hindi, English and Maths. They do not face any difficulty in using the textbooks, all the Grade1 students and parents can testify this.


Question 5: How children should be raised so that they could think on their own? and 2. How parents should react to children’s mistake and rude behaviour especially in public? – Gourav Gupta

Answer in video: 9:00 to 15:25

Summary of answer: Quite a subjective issue. What we do at Gyankriti? Increase confidence of children by training them in Practical Life Skills. Once they become independent they can start taking small risks. Block and Montessori hour for mental development. Teacher should only support and not write exact answer on board for copying.


Please don’t make mistakes an ego or self-esteem issue. Don’t be embarrassed by behaviour of children. Frame rules in circle time, revise the rules regularly. Parents should show ideal behaviour in front of children. If the issue continues for long time check if your child has any disability or disorder.


Question 5: Why ICSE not CBSE? – Raghvi Gupta, Pushyamitra Joshi, Gagan Rathore

Answer in video: 15:30 to 18:30

Summary of answer: CBSE is currently looking after over 20000 schools across India. Too many schools and reduction in quality over the years. ICSE is better at quality and provides some freedom for schools to implement their own unique ideas. It is also better in terms of language development, be it Hindi, English or third language. A recent survey of over 25000 students by NCERT concluded that ICSE is the number one board in India and its students scored much better in English, Maths and Science as compared to CBSE or any other state board.

Comments: There is mistake in video. I said ICSE instead of CBSE at some places.

Mr. Jayakrishnan (Course Instructor at IITBombayX.in) is also writing a detailed blog on this topic.


Question 6: Why our syllabus or writing work is less? Why no cursive writing? – Dipty Joshi, Deepika Gokhale, Suresh Chouhan

Answer in video: 20:50 to 25:30

Summary of answer: Syllabus is as per ICSE curriculum. Our focus is more on concepts and less on cramming. Similar kind of syllabus is followed at other goods schools in India. Similarly, in terms of writing work, it is at par with NCERT guidelines, they can write what they can read. The brief outline is: Nursery: Pattern Writing, Junior KG: English Alphabets, Senior KG: Hindi Alphabets and English words, Grade1: Passages in Hindi and English.

Apart from this writing has no future, all the competitive exams are held online these days. In the coming years children may be allowed to even give board exams on computers.


Question 7: Want to know about phonic sound? How to teach phonic sound to kid? And how it’s helpful for them? – Bharti Mishra

Answer in video: 25:55 to 27:40

Summary of answer: The method of teaching reading by phonics, especially English, is not scientific at all. The sounds change all the time, there are more exceptions and many more rules. Children get confused by rules and they tend to decode words all the time and hence unable to enjoy reading.


Question 8: Hindi me aap Grade1 ke bachchon ko matra gyaan nhi kara rahe he tab kya bachhe hindi pad payenge theek se? – Dipty Joshi

Answer in video: 27:40 to 29:30

Summary of answer: Not true. We introduce all the matras at once. Our Hindi textbook Rimjhim has all matras from first chapter itself. Vowel sounds, Nasal sounds like bindu, chandrabindu, nukhta, everything is properly taught to children. We don’t specify any particular time period of teaching a particular matra, that is why this confusion is there among parents.


Question 9: Any plans for expansion in Rajasthan? – Nutan Mankodi, Are you planning to merge Annapurna and Nipania Branch? – Ashwini Kopergaonkar.

Answer in video: 29:30 to 31:50

Summary of answer: We don’t have any expansion plan. Want to work only in Indore and open only one school. There are also no plans for merger of Nipania and Annapurna branch. They will continue to operate independently for preschool students near their home. Grade1 onwards main campus will come very soon. Plan is already shared on our website’s location page.


Question 10: How to deal with Mobile and TV addiction in children? – Dipty Joshi

Answer in video: 31:50 to 32:15

Please check a separate video we made on this topic: https://youtu.be/u0L1mnW7EpY


Question 11: I have heard that ICSE board is tough?

Answer in video: 32:15 to 33:05

Summary of answer: Yes, we also find that the board is tougher in comparison to CBSE as it focuses more on conceptual learning instead of rote learning. But it should not be a problem if the school is developing concepts from early stage.

Other questions I was not able to answer in the live video

  • What is the role of infrastructure in term of good school as many of parents and colleagues have issue and deny just because of infrastructure?
  • The infra of Gyankriti is sufficient for the number of students we have with us. 5000sqft for 100 children is better than 2 acres for 2000 children.
  • Sir can you brief on your infrastructure of school, when it will be developed?
  • http://www.gyankriti.com/en/locations/main-campus we have published the future plan summary on website.
  • Sometimes mother is not able to teach child due to lack of knowledge of English language and father is busy with tight schedule.
  • 1) Please try to support children during formative years, that is upto 10 years of age after that he will be able to manage on his own. 2) We don’t give any homework where parents need to teach, classwork is enough.
  • Bahut bar aisa hota h kuch parents mail check ni kar pate or bacche kuch event miss kar dete h to bacche sad hote h iske liye kya kar sakte h aap
  • यदि आपके पास इस समस्या का कोई सुझाव हो तो जरूर भेजें, हम उस पर विचार करेंगे, दुर्भाग्यवश सबको फोन करना संभव नहीं है और शायद ही उससे भी यह समस्या हल हो
  • Abhi currently hui euro kids ki durghatna aur Roz iss tarah ki durghatnao ko dekhte hue Apne Apke school k bachho ko unke level par inn sabhi ghatnao se bachne k liye kya kya awareness program shuru kiye hai…?
  • We take some of these age-appropriate topics in preschool assembly and value drama sessions. Regarding current secuirty measures, everything is inline with government guidelines and we completed a security audit 3 months ago. It is done twice a year.

Understanding lunar cycles with the help of Indian Calendar

[Update] This blog was also republished by HBCSE, TIFR‘s Small Science Website: http://smallscience.hbcse.tifr.res.in/lunar-cycles-and-indian-calendars/

Outer Space and celestial bodies are something that fascinates everyone, including children. Many countries invest lot of time and resources in exposing children to space research. Space exploration can also serve as a stimulus for children to enter the fields of science and engineering. How should we begin with at the school level?

At Gyankriti one can notice that children write Gregorian calendar dates in English notebooks and Vikram Samvat dates in Hindi notebooks. The children are also regularly told to go to the terrace and observe the moon. There are two learning objectives associated with this

  1. Understand the phases of moon throughout the year and co-relate it with the hindu calendar. [Subject: Science]
  2. Understand the logic behind ever-changing dates of Hindu festivals. [Subject: General Knowledge]

Sample of dates written in Hindi and English notebooks.

In this blog we have explained the curriculum of Indian Calendar at our school.

About the Indian Calendars

One can find more details about various versions of Indian Calendar and the astronomical concepts behind them on the website of Positional Astronomical Centre of Indian Meterological Department. http://www.packolkata.gov.in They also publish the national calendar of India, Rashtriya Panchang, with the objective of unifying the divergent practices of calendar systems existing in different parts of the country and also to promote panchang calculations on a modern scientific basis.

 As we are using Vikram Samvat at our school, here are some basic details of the luni-solar hindu calendar.

  • The Indian calendar is known by the Hindu word “panchanga“.
  • The calendar is based on the lunar cycle. A day is measured as the period between one moonrise and the next. A month is the period from one moon cycle to the next. A year is measured from the beginning of a season until its return.
  • A lunar month lasts 29.5 days on average.
  • A lunar year lasts 12 lunar months or 354 solar days.

Since a period of twelve lunar months fall short of a solar year by 11 days, an additional month is added to the calendar at three-yearly intervals. This month is known as the “adhika“. Each month is divided into the two cycles (waxing and waning) of the moon (new moon to full moon and back). The period of the new moon is called “krishna paksha” and the period of the full moon is called “shukl paksha“.

One can find more details about various versions of Indian Calendar and the astronomical concepts behind them on the website of Positional Astrononimal Centre of Indian Meterological Department. http://www.packolkata.gov.in

Which calendar should we follow at our school?

The Indian Calendar Reform Committee, appointed in 1952, identified more than thirty well-developed calendars, in use across different parts of India. There are two main calendars. In North India, the month generally begins with the full moon, in South India with the new moon. Festival days will still fall on the same day, or very closely, but the name of the month may be different. For example, Krishna’s Birthday falls on the eighth day of the dark moon; in the North this is in the month of Bhadra; in the South in Shravana.

Well that’s a bit complicated to begin with. Choosing the ‘perfect calendar’ for our school was very confusing. In the end it didn’t really matter which calendar we follow, as our main objective is learning its co-relation with lunar cycles. That is why we decided to go with Vikram Samvat which was started by King Vikramaditya of Ujjain in 57BC, that is 57 years before Gregorian calendar. Vikram Samvat is the most popular version in Madhya Pradesh and hence all the festivals in our region rely on its dates. For finding out the correct tithi everyday we refer the dates published in the local daily Dainik Bhaskar.

So you can use the most popular Indian calendar of your region and pick the dates from any newspaper of your area.

Grade wise learning outcomes related to space exploration

We have introduced Grade1 in this academic session and it is the senior most class at our school. That is why the curriculum outlined here is just an extrapolation of what we have been doing recently. Depending on our experiences the actual content might change over the years.


  • Learn the names of days in a week (Somvaar, Mangalvaar, …)
  • Understand the concept of day and night with the help of globe

Grade1 & Grade 2:

  • Learn names of months in the Indian Calendar.
  • Read the date from school calendar and write in Hindi notebooks everyday.
  • Understand the tithi and paksh
  • Observe the moon regularly at home
  • Co-relate the tithi and paksh of a day with the phase of moon on that night.
  • Learn names of planets in our solar system and their relative position to each other

Grade 3 onwards:

  • Understand the dates of major Indian festivals and link them to the phase of moon [For eg. Krishna Janmasthami falls always on the Krishna Paksha Asthami of Shravan month in Vikram Samvat era]
  • Observe timings of moon-rise and moon-set everday
  • Rotation of Moon around the Earth and Moon-Earth around the Sun. Making working models and relating it with the calendar.
  • Any other astronomical facts related to calendar.

Acknowledgement: Mr. Anand Bhushan, Assistant Professor, NIT Patna, helped us a lot in formulating the curriculum for teaching the Hindu calendars. You can reach him at: anand.bhushan@nitp.ac.in


CV Raman Week – Science Activities

Junior School students celebrated Sir Chandra Shekhar Raman’s birthday by organizing various fun and learn science activities. They also visited Sirpur Lake, Indore for bird-watching and observing various plants over there. The highlights of the entire week are as follows:

Visit to Sirpur Lake: Students formed 4 groups and walked about 2 KMs each in different paths along the lakeside to observe plants, birds and animals in that area. They noted down their observations and collected leafs, flowers, fruits etc. during the walk. At the end all the groups shared their observations with each other.

CV Raman Week – 8 November 2017

Posted by Gyankriti – ज्ञानकृति on Tuesday, November 7, 2017

Model Making: Toy Car (Propelled by Magnets) & Toy Boat (Propelled by Balloon)

Model Making:

Toy Car (Propelled by Magnets) & Toy Boat (Propelled by Balloon)

Posted by Gyankriti – ज्ञानकृति on Wednesday, November 8, 2017

Experiment: Detecting the acidic/basic nature of household items using Turmeric (yellow colour indicator), Soap Solution (Base) and Lemon extract (Acid).

Easy Titration

Fun with science – CV Raman Week: #Titration using Turmeric (yellow colour indicator), Soap Solution (Base) and Lemon extract (Acid).

Posted by Gyankriti – ज्ञानकृति on Tuesday, November 7, 2017

Experiment: Making a convex lens with glass of water. As soon as the water level crosses the arrow — the arrow will magically change direction. This happens because the water filled glass acts like a convex lens.


Happy Birthday CV Raman – Science Week: As soon as the water level crosses the lower arrow — the arrow will magically change direction. This happens because the water filled glass acts like a convex lens. Small Science

Posted by Gyankriti – ज्ञानकृति on Tuesday, November 7, 2017

Demonstration – Air is required for combustion

Demonstration – Cleaning water using alum

Mixed Group Day – Unique form of teaching and learning

Mixed group is a unique form of teaching where the children are the teachers and learners themselves. Mixed group day is a day in the week when a group of children of various age group and classes come together in an environment where these children learn to help and be helped by other children and the whole process of peer learning takes place. There is a good and consistent interaction that takes place among children whose age and abilities are varied. Maria Montessori said nature and nurture work hand-in-hand where the groups should contain different ages, because it has great influence on the cultural, social and emotional development of the child.

A Grade1 student is re-telling the “Lion and Mouse” story from Nursery syllabus.

A student explaining the safety procedures of Roller Skating. The younger students are supposed to do skating in coming years.

It has been observed that within 3 -4 weeks the children get acquainted to all students and teachers in the school and develop a beautiful bonding and they keep exchanging a ‘hi-bye’ whenever they meet.

The importance of mixed group is felt more now as the upbringing of kids are now in nuclear family whereas there was a strong system of joint families in earlier days where a lot of learning would occur among brothers, sisters, cousins when they played, studied and did things together. The difference of few years creates a comfort zone for the children at both ends to help out more. The child also gets her own time and learns at her own pace which is crucial for a child’s learning. The propensity of accomplishing the task, learning how to cooperate and act sensibly in a situation doubles.

We at Gyankriti feel that mixed group is not only a medium for learning but also an opportunity to promote interaction among children of various age groups, which plays a part in enhancing their all round development.

FAQs for teachers organizing Mixed Group:

1) What are the logistics of planning a mixed group?

Organizing mixed group for the first time is bit difficult but it gets easy with time. You need to plan the classrooms settings and number of groups you will form at the school level. Then the students are evenly distributed in proportion of strength of each class. The groups may be same or different for each week.

2) How frequent should we organize mixed group activities?

Ideally it should be on daily basis but due to logistical constraints we do it once in a week. The last day of the week is left empty for regular syllabus and a significant time (1-2 hours) is spent on mixed group activities every Friday or Saturday.

3) What is role of teacher in mixed group class?

Teacher acts as a mere facilitator and tries to minimize her interference in the class. She must try to explain all the rules carefully before starting the class. One or two student leaders should be chosen to make sure all the rules are followed sincerely. However the student leaders are not supposed to scold any child, they should in fact take care of other children just like teachers.

4) What activities should be conducted?

Let the students decide what they want to share. If they don’t, you can suggest simple activities that have happened recently in any of the classes. We should never underestimate younger children, many times they are in fact better at sharing certain things.

If you are educator and wish to know more about our teaching methodology  kindly visit the following links

Free & Open Education Resources (Contact us for login details) – नि: शुल्क एवं ओपन एज्युकेशन रिसोर्सेस (लॉगिन जानकारी के लिए संपर्क करें)

Visit to Fountainhead School, Surat

The founding team of Gyankriti, Akshay Gupta and Yograj Patel, visited Fountainhead School, Surat this week. Here are the details of the visit:

Fountainhead School, Surat

About Fountainhead: Fountainhead School was founded by two IIM Ahmedabad alumni Ankita Diwekar Kabra and Vardhan Kabra in April 2005. The school started with six students and today it has more than 2000 students in its preschool and main school. The Fountainhead School dreams of revolutionizing the Indian Education System. Undoubtedly, there is an enormous gap between the kind of education that is possible & desirable; and the type of education that is currently available in India. Fountainhead aims to bring the sheer joy of learning back to the classroom with its innovative schooling system.

One can read more about Fountainhead school and it’s founders from school’s website http://www.fountainheadschools.org/ or from Page 140 of Rashmi Bansal‘s book ” Stay hungry stay foolish“.

Background and Agenda of the trip: Vardhan is also an IIT Bombay alumnus, sharing the same Alma matter and vision for education he has always been an inspiration for Akshay and Yograj. This was our second visit to Fountainhead. Last time we visited the school on 5th Feb 2012, that was before founding Gyankriti to understand the basic requirements of starting a preschool. We did include some of the best practices of Fountainhead preschool at our Gyankriti preschools. Since Gyankriti has upgraded itself to Junior Schools this year and a senior school is already planned, we again felt the need to review and learn more about our academics and classroom strategies. The visit was primarily focused on seeking information about student learning processes and classroom management strategies for teachers. It was an overwhelming experience for us and we could relate to many similarities between Gyankriti and Fountainhead curriculum, teaching methods and policies. At the same time we learnt a lot about continuous improvement required to manage the school at larger scale. We also studied their school bus management and Physical Education & Sports programs in great detail. We wish to revise many things that are possible in our context.

We would like to thank Vardhan, Ankita, Swati, Suruchi and many other team members of Fountainhead School for allowing us to visit their school and supporting us throughout the visit.


Visit to Education Park – truly zero energy campus

The lesson taught to us in school about renewable and non-renewable sources of energy and the importance of conserving the exhaustible energy by using alternative mode of energy has always been one of the most discussed lessons of science. The lesson however is rarely implemented in practical life, when we got to know about a “zero energy school” we immediately decided to visit the campus and learn from them. We wish to analyse and use similar ideas in the construction of Gyankriti School campus. Here are some key points from our visit:

Dr Chetan Singh Solanki, who did his engineering from SGSITS in Electrical Engineering and now is a Professor of Department of Energy Science and Engineering at IIT Bombay. With an aim to improve education in rural areas Prof. Solanki has founded an educational park for kids of Khargone.

The layout of Education Park

The layout of Education Park

Solar Electricity is expensive to setup and maintain. A workable solution is to “Avoid & Minimize” use of electricity. The architecture of school is such that there is no requirement for fans or tubelights. The fact that the school has not taken an electricity connection shows the confidence in their “passive solar” design.

Micro Climatic Analysis - The key to design a passive solar building is to best take advantage of the local climate performing an accurate site analysis.

Micro Climatic Analysis – The key to design a passive solar building is to best take advantage of the local climate performing an accurate site analysis.

Most of the walls are orientated in North-South direction to minimize direct contact with sunlight. To account for the seasonal tilt in sunlight, the roof is extended in outward direction for about 2 feet. The roof therefore acts as a shade throughout the length of wall.

edupark3You can see in picture that the windows are not parallel to the wall. Instead they are aligned to the direction of winds in a triangular fashion. This helps in controlling the inflow of winds as per the prevailing season. Check the graphic for details:


The walls on the opposite side of room have big windows on the top side for cross-ventilation. The air enters from triangular windows and exits from the opposite end cooling the entire room. They have observed a temperature difference of upto 11 degree Celsius when compared to the temperature outside.


In the picture you can also see glass panes between the triangular windows and the roof. Direct entry of sunlight will heat up the room so the light gets reflected from the chajja (painted white). The diffused light entering the room after reflection is comparatively cooler than direct sunlight.

edupark5The bricks on bottom side of roof act as insulator as they are porous and less conductive.

From Barren Land to Green Land
 edupark7  edupark8

About 10000 sqft of land was dug out for construction purposes. This was done purposefully at a low lying area of the land so that it can accumulate water during monsoon. Now the ditch has taken form of a pond. About 100 meters away from this pond a well is located, the water percolates from the pond very fast and recharges the well.

Prof. Solanki got some discarded solar panels from US laboratories to setup a power source for boring well motor. The boring well irrigates all the plants and shrubs in the 14 acre campus continuously through drip irrigation.

Team Gyankriti wishes Prof. Chetan Solanki and Education Park Society all the best in their endeavours. We are very much inspired by their ideas and hope to implement many of them in Gyankriti School very soon.

Image source: https://www.cse.iitb.ac.in/synerg/rutag/2012-jan-ws/slides/IITB-Presentations/Chetan-Solanki-Education-Park.pdf

Website of Education Park Society: http://edupark.org/

Steps toward stronger parent-teacher interaction

To increase the interaction between parents and teachers we have decided to introduce two new methods. First of all, home visits of all students at the beginning of session. We have already started with KG-1 students and hope to do the same for pre-nursery and nursery in the month of June. Second of all, we want to improve the way “open house Saturdays” are conducted, from next session teachers will give a small workshop of next fortnights curriculum along with the regular interaction. More details:

Home visits

Class Teachers visit each student’s home for about 15 minutes in the first one to one-and-a-half months of the academic year. The bond created by this and the understanding got by the teacher regarding the various aspects of the child’s background and the child herself is of immense value. This truly helps her to play the role of a nurturer and facilitate the overall development of the child.

These visits are coordinated with parents and it is necessary for both parents and the child to be present during the Home Visit. All other family members (e.g. grand parents) are encouraged to be a part of the discussion and give their inputs. The purpose of this visit is to learn about the home environment of the child and also know the people living with her.
The focus is on rapport-building between the family and the educator. This helps the child to get the most effective guidance from both home and the school. The home visit is the first step to unite the educator and the parents with the single-minded goal of what’s best for the child.

The questions asked during the visit cover areas like the socio-economic background of the family, likes and dislikes of the child, general health (including medicines) and habits of the child, friends in the neighbourhood and concerns of the parents regarding the child. Home Visit is an opportunity for the class teacher to discuss the philosophy of the school and help the parents understand what the school expects from them. The discussion also helps her identify the various areas requiring guidance and also the reason for any particular behavioural pattern displayed by the child. Apart from questions, she also observes and makes a mental note of various points like the neighbourhood environment, the parenting style, lifestyle, etc. Educators are expected to accept no hospitality other than water! WE politely but firmly refuse all offerings, even tea or coffee. The educators take time out after the regular school hours and make these visits.

Renewed open house Saturdays
Regular fortnightly workshops will be conducted by the class teachers for the parents to enable them to know the agenda in school for the next two weeks. The class teacher will teach the mothers & fathers what she is going to teach their children in the next two weeks.

Research shows that programs that teach mothers to improve the quality of cognitive stimulation and verbal interaction produce immediate effects on the child’s intellectual development. It is seen that the level of involvement of mothers in the initial years of rearing is high and a mother is always the first teacher to the child.

When we have a PTA (Parent-Teacher-Association) that meets once or twice in a year, it serves no real purpose. Each blames the other over a cup of tea and samosas and the meeting is over with nothing purposeful achieved. The parents and educators should meet more often and develop a bond with each other. This can be done by meeting preferably once in two weeks but at-least once in a month.

These workshops will be held during school hours on 2nd & 4th Saturdays and time for one hour (generally between 10 to 11 am). A note will be sent in the school diary/email regarding the agenda of the forthcoming Workshop.

The focus is on the home-bound activities a parent can undertake to enhance learning. At times experts (e.g. psychologists or paediatricians) will conduct these workshops. The teaching methodology is explained and actually shown on the blackboard for a particular topic so that there is no conflict between the educator and parent style of guiding
the student. Thus parents and educators are working together for the child’s benefit. Any individual query regarding a particular student by a parent is strictly discouraged, as  workshop is not the forum to discuss any one-on-one issues. Curriculum based questions by parents are encouraged. Parents are encouraged to share experiences they come across while guiding their child. At times rapport-building sessions are conducted in which the class teacher introduces certain games or a questionnaire like how well you know your child or how to boost the child’s self esteem etc. Parents share actual experiences or anecdotes from their child’s life.

We hope that these steps will help bring educators and parents close. Children benefit when the adults around them share common values about child-rearing, communicate with one another, and give the children consistent support and guidance.

Eklavya School Open Days

What is Open Days @ Eklavya?

During these days, any teacher/principal from any school in india is welcome to visit Eklavya detailed 3-day exposure on practices in Eklavya from pre-school to senior school. ( http://eklavya.org/Open%20Days.html )

Why Open Days are held?

Every schools wants to innovate curriculum & teaching methodologies and build an institute of excellence. Few schools have made a lot of progress on that front and they should share their experiences and learning with more people who are either running/working with education ventures or want to open one. Organizations in education sector are not competitors of each other. The ecosystem of education in India can improve a lot this way.

“Education is an infrastrcuture at least as basic as a nation’s roads, electricity and telecom. It plays a fundamental role in determining, the prosperity and well-being of its citizens. Progressive nations are have strategically invested heavliy in education on long term basis. Teachers are central to a good education system. There is thus a need to ‘bring back the best minds to the field of education” – Eklavya Education Foundation

Open Days 2015

Open Days 2015

Thank you Eklavya Education Foundation

We wish to thank Sunil Handa Sir and Eklavya team for hosting us at the Open Days from 30th November to 2nd December. It was indeed a wonderful experience, soaking in the amazing culture you have built in the school. We were truly impressed with your perspectives, your teaching techniques, and tools and in what you have created at Eklavya.

The professional and cooperative attitudes of the members of your school were evident throughout the discussions we have had on these three days. The investment in library resources and teaching demonstrates to us your commitment to providing only the highest quality of services to your students and faculty.

It was sheer joy being in the class rooms and watch the kids, their behavior, sense of ownership, peer group interaction , collaborative and co-operative ways of doing activities and so much more. “ We do it here differently “ seemed to us as the way most things are done at Eklavya.

Even the Drivers of the School Bus came across as people with true sense of purpose and their work seem to extend beyond just transporting the kids to actually care for them.

Your teachers are amazing and it is not every day that you get to see teachers who know their students probably better than their parents. Every student is known to every teacher, that in itself is a reflection of the importance you have placed on the fine nuances of student teacher relationship. .

Though we keep hearing about Holistic Education in School, most of it has so far been only jargon, to actually see it happen on the ground was indeed a wonderful experience.

We will be delighted if could give us the permission to visit you once again over the course of the year to learn more about your unique ways of setting in culture within your people and to be a school-in-the-making always.

We, at Gyankriti, think that in a lot of ways we share a similar belief system and in our own way are trying to create learning and teaching systems that helps a child attain his full potential in life. There have been a lot of takeaways from the visit and my team and I are excited about aligning those values within our Institution. Fortunately for us, we do not have to look far for Inspiration, you are just an overnight journey and with your support we want to build on our mission to being relevant and practical in our domain and continuously innovate our learning models.

We are sure behind the serene ambiance of the school lies a lifetime’s struggle of creating the DNA of your dreams. Eklavya will remain in our heart and mind as an Educational Ecosystem nurturing young minds to think of the limitless possibilities they can achieve

You will remain an inspiration for a lot of people who look to institutionalize unconventional thinking. We also wish to start “Open Days @ Gyankriti” very soon.

Thanks & Regards
Beena Varier (Co-ordinator, Nipania Branch)
Rachana Saxena (Co-ordinator, Annapurna Branch)
Yograj Patel (Co-founder)