R Kohli

Activist, Consultant, Educator/Teacher, Explorer, Philanthropist, Policy maker

PERSONAL ATTRIBUTES I am innovative and imaginative, enthusiastic and hard working. I analyse and think clearly and express effectively. I am sensitive to the needs of others, aware and informed. I am receptive to new ideas as also capable of establishing change. I take decisions after reflection and deliberation and carry them out with responsibility and commitment. By and large I am a peoples’ person, good at team building and a fair team player. However, at times I cannot keep time targets. Too many and repeated instructions put me off. GOALS To make a positive difference to people and places I engage in, taking all on progressive journey ahead in personal and professional domains. BELIEFS • Everyone has immense innate energies and potential. Normally there is a major difference between potential and performance. • Education is all about motivating to diminish and possibly eliminate this difference • In an ideal school environment all members need to be engaged in this task of self perfection. • The school culture should be invigorating and inspiring , joyous and satisfying • Fear and compulsion can be unproductive INTERESTS Gardening and landscaping, studying human behavior, travelling, reading, cooking, mobilizing social work ( for old, disabled and underprivileged ), theatre, poetry. CONTRIBUTIONS Depending on the school vision and management goals I have endeavored to add value to each institution I have worked for. A few efforts may be noted. • Integrated Projects – across subjects were initiated by me under the name of “ Jigyasa “ in 1997-98. It provides for cooperative learning by a group of students under the guidance of a teacher. Students choose their area of research – plan their study, field trips, people to be met and talked to questionnaires, sites to be seen, net surfing, books to be read. They then divide their work collect required information for about 3 months & share their information. Later they prepare a multi-faceted presentation using PPTs, videos, drama, panel discussions, poetry, dance, music and art. The presentation is given before adult and peer audience and they face and answer all related questions. The topic covers all subjects like maths, science, languages, social sciences etc. • Scholastic and Co-Scholastic Integration - From Pre Primary to class VI all academic work is integrated with the co-scholastic domain. All co-scholastic avenues available in the school say dance, music, art, gardening, swimming, skating etc. have been given a colour code each. Each lesson plan has to cover atleast three of these areas thus making it possible to do scholastics through co-scholastics . It ensures more fun in learning and better time management. • Framing Design and mode for experiential learning across classes Nursery to X - learning through experiences makes students go beyond books, relate their lessons to life. To ensure such learning the syllabus across class Nursery to X has been designed to give the topic relevant experiences both at school and home. • Creating Life Skills Programme :- which includes basic cooking, plumbing, repairing, legal awareness, motor mechanics, essentials of Global Living ( for both boys and girls Classes 1 to X ) • Home Visits - To know students better at individual level and enable teachers to give specific responses and help , class teachers visit each student of their class between May-Nov. Age specific questionaires have been designed for parents. Problems thus are directly and immediately addressed. Parents feel free to talk to teachers comfortably in their home environment. Strengths of each child are discovered and developed by appreciation and encouragement. The practice is now being followed in some other schools. • Formulating a plan to consistently build emotional intelligence : - From identifying moods at the Kindergarten level to meditating for emotional balance in the senior classes. There is a methodical growth of Emotional Intelligence through various activities. • Workable pattern of inclusive education programme for physically challenged children : Children with special needs are given education in an inclusive set up. Customised worksheets are prepared for the SEN Kids and teaching learning is activity based. • Self Assessment by Students ( Class III onwards ) - Its imperative students take the responsibility of their learning and attitude development, from an early age. Self Evaluation was introduced in the school in 2004. It has been an essential part of the regular note books as well as report cards. It became a precursor for the CBSE including Self Evaluation in the Class X report card much later. • Introducing preventive Counselling to avoid emotional hazards of students. - What has now become a new development in couselling has been a regular feature here for the past 10 years Why

Teaching and childrens

Creativity,survival skills