Bhumi | Some differentiators that set us apart
Bhumi, NGO, Youth Organisation
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Some differentiators that set us apart

Some differentiators that set us apart

Bhumi’s Transformational Education Programme at schools focuses on improving social-emotional development, strengthening teacher professional development, and leadership. In-school facilitators who work directly with the children, teachers, and headmasters work towards creating an ecosystem that will help the child thrive in a fearless learning environment.

To inject structure and nurture excellence, we have adopted some best practices* for every stakeholder of the program. 

Students are the most important stakeholders in any educational ecosystem. We designed some of the following best practices to improve student engagement in the classroom, hence improving the teaching-learning impact. 

  • Changing the seating arrangement in the classrooms to resemble a fishbowl (or a parliament). The students are able to see the rest of the class and engage in active discussions with peers. The teachers are able to connect better with the class as well. 
  • Integrating Social Emotional Learning  in the school timetable and enabling teachers and students to become more self-aware and form relationships with one another beyond that of the “conventional” Teacher-student relationship 
  • Building as Learning Aid (BaLA)- Painting the classroom with grade relevant content has shown qualitative improvement in the way children feel about being in the classrooms and thus, improving student engagement

As an important component of the school ecosystem teachers need to be empowered. The role of teachers is being enhanced through these best practices in our program: 

  • Consistent Facilitator driven sharing circles to share best practices among teachers has enabled a collaborative ecosystem of support within the schools and thus, teacher motivation
  • Working with the school leaders in creating School Development Plans for their schools has shown to increase teacher involvement and investment in schools
  • Holding Lesson Planning Clinics where the teachers come together to plan lessons, lead by Bhumi’s Facilitators has also enabled them in understanding the nuances of planning better and thus increase their motivation

The community as a whole including the parents has a great impact on its education ecosystem. We have specifically taken steps to improve the involvement of community through our best practices: 

  • Involving the children in PTMs more and showcasing their progress has shown to increase parental attendance at PTMs.Children creating personalized invitations to their parents to the PTMs has shown to increase parental attendance by 20%
  • Engaging the community by holding awareness rallies such as the students creating and distributing paper bags and campaigning against the use of single-use plastics as part of Daan Utsav has shown improvement in the relationship of the parents with the schools and also the perception of our schools in the community

*The term “Best Practice” has been used to describe “what works” in a particular situation or environment. When data support the success of a practice, it is referred to as a research-based practice or scientifically based practice. As good consumers of information, we must keep in mind that a particular practice that has worked for someone within a given set of variables may or may not yield the same results across educational environments. Courtesy: https://www.cloud.edu/Assets/pdfs/assessment/

Wordsmith: Lokeshwaran Nagaraj (Changedriver)

Bhumi’s School Transformation Programme supports low-income schools on their journey to becoming exemplary schools in their communities. Currently ongoing in 15 schools across Chennai, and supported by corporates like Qualcomm, FLEX, Greenergy, SEW Eurodrive, the programme also focuses on building the capacities of the teachers for improved content delivery.

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