Our Vision
To create a healthy and progressive learning environment where conventional teaching methods blend with modern technology, providing a broad spectrum for value based education and international best practices.
Our Mission
- To provide the best infrastructure at minimum cost to all our students alike.
- To provide financial support to students for their education and not drop out due to financial constraints.
- To create one of the best learning atmospheres for all the students, to make them self sufficient.
- To encourage students to learn their mother tongue and improve their English language also by providing educational support for the same.
I follow the ideology of making school a ‘happy place’ and that ‘happy teachers create happy schools’. I also believe that a classroom is an incubator of a just, loving, inclusive and happy society and teachers have the power to cultivate a positive mindset of their students.
In 2004, Swati (name changed), a paraplegic child unable to walk and completely dependent on others, applied for admission to grade 5. This marked a significant turning point in my 14-year career as an educator, as she was my first specially-abled student. At that time, inclusive education wasn’t common, and children like Swati typically attended special schools. However, coming from a marginalised background, Swati had a deep desire to learn alongside her peers in a regular school setting. She went on to complete her MSc in IT at our institution, and her journey transformed my perspective on compassion and providing equal opportunities for all students.
In every class that Swati took, her peers naturally developed a deep sense of compassion, love, care, and gratitude. There was no need for any formal training or workshops to instil these values—it happened organically. The entire school embraced these lessons, creating a safe and welcoming environment for many more students with similar needs. Teachers, for the first time, truly understood the power of experiential learning. Our school evolved into a more inclusive space, becoming accessible with the addition of a lift, specially designed chairs, and adapted restrooms.
When we decided to give electronic wheel chairs to differently abled children, NGOs and organisations helped us to buy them as they were expensive. There was an immense rippling effect as we were able to donate more than 20 electric wheelchairs to several children, from not only our school but from other schools too. With the help of NGOs we also gave several special basketball wheelchairs to a team of international basketball players who were handicapped. Several of them have become very successful in their career and life. We have had a blind student for whom the HSC Board allowed for the first time the facility of talking computer software to write the exam. He went on to study engineering in the USA. This is now an ongoing program in school.
The management of our school includes many members who are also the alumni of this 88 year old institution. They are passionate about its growth and support development of a sound education in a school that is government aided and offers free education. I could initiate some important programmes like English Newspaper (students’ edition) for all students of English and Gujarati medium. I have been fortunate to implement modern audiovisual facilities with digital content in all the classrooms and computer education with the latest upgrades. We take pride in maintaining a clean and beautiful campus, equipped with ample facilities for both indoor and outdoor activities. We have sufficient faculty to support these programs, and our students actively participate in inter-school events, even at the national level, with full backing from the school.
I believe in the saying, ‘Educating the mind without educating the heart is no education at all’.
I am associated with Initiatives of Change, an international body and following its principles, introduced ‘Silent Time Practice’ or ‘Quiet Time Practice’ for all the students and teachers in school. At a given time everyone in school drops everything and sits quietly. This is a very powerful practice to inculcate a habit of inner listening. Guided quiet times when we ask children to reflect on questions like – ‘What good did I do today? What good happened to me today? Or whom can I thank today?’ – help in cultivating an atmosphere that fosters social-emotional-learning.
Other strategies to make a positive and happy school culture include organising field trips, activities like making and distributing cloth bags at the local vegetable market, and Scouts and Guides programs. We also emphasise indoor and outdoor sports, student-led exhibitions in Science, Technology, English, History, and Geography, along with Art and Craft, Music, Dance, and Drama. Celebrating all festivals, involving parents in school activities, and conducting home visits by teachers play a significant role in promoting stability and mental well-being. Additionally, our open-door policy ensures that parents can easily meet with us, and we are always available by phone.
I leave no opportunity to learn and our teachers are also constantly put through various professional development programs inside and outside school. We have mentors/professionals to conduct teacher development programs on a regular basis. They are trained to be passionate about students and their subjects, knowing their students through home visits. I strongly believe in lifelong learning, and all our faculty, including myself, regularly participate in certificate courses and training programs organised by the Department of Education. I have also served as a Master Trainer for various in-service training programs within the department. Additionally, I am involved with Education Today, Society Tomorrow, the education wing of Initiatives of Change (IofC), an international organisation. I regularly attend their workshops with my team, both as a faculty member and a trainee.
Since 2023, in view of the growing effect of social media among students, I have initiated two educational and meaningful online live programmes in the media for my students, teachers and parents called, “Boundless Education” and ‘Mother Tongue Matters”. Through this platform, I engage with professionals, leaders, and successful individuals. The Boundless Education initiative fosters meaningful connections with oneself, the community, and the world, encouraging students to question, create, and innovate based on their personal interests. The goal of launching the Mother Tongue Matters program is to highlight the significance of mother tongues and take steps to preserve India’s classical languages that are on the brink of extinction. Both of these online programs align with the vision of NEP 2020.
I believe the mental well-being of educators is of paramount importance. As Haim Ginott states in Teacher and Child, “I have come to the frightening conclusion that I am the decisive element in the classroom. It is my personal approach that creates the climate… I can be a tool of torture or an instrument of inspiration. I can humiliate or humour, hurt or heal. It is my response that determines whether a crisis will be escalated or de-escalated, and whether a child is humanised or dehumanised.”
We prioritise teachers’ mental well-being by offering regular refresher courses, workshops, training programmes, and mentorship. Teachers are regularly exposed to talks by professionals, renowned educators, and lectures from acclaimed figures. Additionally, senior members of management hold group meetings to ensure their well-being is consistently supported.
In addition to having psychological counsellors and professionals to support students, we have implemented the School Cinema programme, which has been highly rewarding. This initiative is also linked to language development and provides teachers with a much-needed break to prevent burnout. We regularly organise talks by professionals for teachers, parents, and students. School picnics for both students and teachers offer a refreshing change of pace, and festivals like Navratri and Christmas are celebrated to incorporate an element of fun into the school environment.
In 2012, I conducted experimental research with a group of students who faced significant challenges related to behaviour, aggression, violence, and low self-esteem. By engaging them in specially designed activities, we achieved meaningful results. This approach helped us support these students in a way that reduced dropouts and fostered a student-friendly atmosphere where every child is valued. We focus on their academic, social, and emotional well-being, resilience, success, and ethical decision-making, all of which align with NEP 2020. Our vision and mission prioritise mental well-being and strive to enhance teacher effectiveness through ongoing professional development.
We have implemented the latest technology in our classrooms and introduced co-curricular activities, science projects, a STEM lab, and computer education that includes A.I. and coding. We also appoint specialised teachers to excel in sports and performing arts such as dance, music, and drama. Experiential learning is a key component of all activities, including community service, participation in inter-school events, field trips, and excursions, as well as indoor and outdoor games. Activities like Scouts and Guides, RSP, and the school band help develop leadership qualities. We address behavioural issues by maintaining a positive and engaging school environment filled with activities for every child.
Special efforts are made to support language development. Every student receives a newspaper to enhance their English skills, especially for those in Gujarati medium. We have designated library periods, an open library system, and encourage students to celebrate their birthdays by donating books. Our BBFF Clubs (Books are Best Friends Forever) promote reading, and we incorporate speech and drama, debates, and word games into our daily classes. Annual events also highlight these initiatives.
Our school activities are designed to cultivate 21st-century skills while attending to the social and emotional learning of both children and teachers. We teach social responsibility, resilience, ethical decision-making, and pride in our culture, traditions, heritage, and languages, including Sanskrit, all while fostering a scientific mindset. Our goal is to develop compassionate, courageous individuals with a strong ethical foundation. Through these efforts, we aim to nurture productive citizens who contribute to an inclusive society that respects diversity.
