We, at Keshar Academy of Learning, have made a commitment to understanding the manner, the environment, and the spirit in which children do their best learning – we are working towards making school a place where they can utilise and improve that style of thinking and learning which is natural to them. Learning is interdisciplinary; integrating practical, artistic, and intellectual elements; and i
s coordinated with the “natural rhythms of everyday life”. Started in 1992 by the ‘Friends of the Child Foundation”, we take our inspiration from the educational philosophy of Rudolf Steiner, the founder of Anthroposophy and the Waldorf Schools. The Waldorf approach emphasizes the role of the imagination in learning: developing thinking that includes a creative as well an analytic component. From Kindergarten up until Class 7 we follow the Waldorf Approach. As colleges and Universities in India are not prepared to accept the Waldorf Certification at Class 10, and we found the Indian Board Exam System unacceptable, we opted for Cambridge. Description
Our way
At Keshar Academy of Learning we are more concerned with practicing effective learning than explaining an idea or theorising about it. Research into what goes on in the brain, electrically, chemically, or otherwise when we think and learn may prove to be useful – but not necessarily for those of us working with children in school. What teachers need to develop is an intuitive sense of how children learn. Children learn from experiencing hands on what is exciting and enjoyable to them. Their memory works best when not forced into rote learning. Those of us working in the school learn not only to love each child but more importantly to find each child individually interesting and worth looking at. Education is about letting people be different and valuing them for their individuality. We live in a world of people separated in ideas, culture and interests, and we must somehow learn to live with each other in peace. In school we think of ourselves as a family and build a common base of attitudes and beliefs through Multicultural Celebrations. To encourage greater flexibility in the classroom we have low, wide tables that can be used as tables, stools, or be joined up to make a stage. When the children need open floor space in class, they just stack the tables one on top of the other. We believe sitting on the floor centers one to the earth, as does walking barefoot. Cooking is an intrinsic part of the program - to be able to take several ingredients and put them together to make a delicious dish oneself while involving children in creating it is one of life’s joys. Cooking gives and takes; it is meaningful work that teaches a set of skills and results in mouth-watering rewards. Much of Local Studies, the Sciences, History and Geography are taught ‘out in the field’. To make children more and more conscious of their surroundings they are brought into contact with practical activities of every day life through field trips and visits to Historical and Geographical sites both in and around Goa and to other States.
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Rhythm of the day
The day begins with a meeting between the children and the class teacher. The meeting is opened with a silent sharing of spiritual energy. During the meeting the children and the teacher share thoughts, views and queries in the form of a discussion; the program of the day is chalked out on the board. It is easiest to think and concentrate during the early part of the day and so after the morning meeting, those subjects that require focus and understanding are taught: such as Mathematics, English, the Sciences, History and Geography. These lessons are called ‘main lesson’ periods and are in blocks of 2 hours each. Each subject in turn is treated as a continuous theme for a number of weeks at the same time in the morning. Then follow the subjects that require regular repetition in shorter sessions, such as Computers, Languages (Hindi, Marathi, Konkani and Portuguese), Dance, Physical Training and Indian and Western Music. The later part of the morning and the afternoon is reserved for subjects that require dexterity and artistic expression, such as handiwork, gardening, art, craft, carpentry, drama and scientific experimental work. School ends with a quick review of the day’s work. Writing and reading are practiced in connection with the ‘main lesson’. Throughout the year professionals are invited to conduct workshops in school. These workshops expose the children to myriad skills that contribute a great deal to the whole development of their educational experience. The teacher’s role
We have created a community of adults who have made a promise to ‘trust children’ – difficult because to trust children we must trust ourselves. To do so, we have to break a long downward cycle of fear and distrust that was ingrained in us as children. This takes a long leap of faith. We are convinced that great rewards await any of us who will take that leap. Every class teacher takes her/his class through from Class 1 to 7, teaching at least the principal academic subjects. This allows for individual variations in the pace of learning, based upon the expectation that a child will grasp a concept or achieve a skill when she or he is ready. Classes 8 to 12 follow the Cambridge Curriculum where each subject is taught by the Subject Expert. Our approach is Child-Centered rather than Syllabus-Oriented. The teacher’s role
The teacher is required to make a commitment above and beyond the regular working hours. Teaching has to be an intrinsic part of her/his life, a passion that allows for an enjoyment of the hard work involved in fulfilling the commitment made to the child. A great deal of time is required to research, study and collate the material required for every lesson. Only once the teacher has completely understood and internalized the knowledge will she/he be able to effectively bring it alive for the children. The presentation needs to be original and creative. At no stage in her/his teachings is the teacher permitted to ‘read’ from the textbook. Apart from preparing the lessons, the teacher has a number of other tasks: maintaining contact with parents, attending the weekly teachers’ meetings, giving extra help to children in need, conscientiously keeping track of each child’s work and maintaining a detailed report on each child’s growth and progress – physical, emotional and academic. Organizing extra-mural activities and even sharing in some of the administrative duties. The use of textbooks
The teacher is required to research and collate her/his work to make a presentation on it to the class. Children are so stimulated by this method of knowledge transmission that they turn to books of their own volition for further study of a subject. This they do at school where a number of reference books are available for their use. The newspaper, magazines and the media are additional sources of information. A great deal of discussion takes place between the children and between children and teacher in order to develop a strong understanding of the subject being studied. They expand their learning field to include their homes and communities. They are encouraged to make short presentations, which they work out on their own. Instead of being dependent on the printed textbook, children learn to compile their own project books as they go along. Time permitting, these books are also bound by the children themselves.
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Special Needs
As an intrinsic part of the school we run an Inclusion Program for children with Special Needs. We have a team of 2 counselors for every 4 students and a Montessori teacher working with these children. Each child has an individual program created with her or his special needs in mind. We are working with children who are Down Syndrome, Cerebral Palsied, Autistic, or have Asperger’s Syndrome, Muscular Dystrophy, Degenerative Blindness, Selective Mutism, or Chromosome 18 Ring Syndrome. As each child learns to successfully deal with her or his specific disability, she or he will work within the appropriate mainstream class level for some of the day, and sometimes will even be integrated totally with the regular class. The team of Special Ed Teachers works closely with the concerned Class Teacher when one of their children enters the mainstream class. Some of these children do sit for the IGCSE. For those who are unable to handle the exam, we have a vocational training program that involves participation in appropriate work environments outside the school.
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Admissions
All parents who seek admission are required to meet with the head of the school, Liza. For Playgroup – Admission into Playgroup requires the child to be 3yrs in June; which is the start of the new academic year. Parents who seek admission into the Playgroup will meet with Liza to understand the pedagogy of the school and are also required to visit the school to observe first-hand how the system works. For Classes 1 to 8 – Placement of the child in the appropriate class will depend on how ready the child is for the required level. For IGCSE Program and AS/A Level – Admission directly into these programs are simplified if the child is transferring from a Cambridge School. If the child is moving from a system other than Cambridge, there could be a period of adjustment that may require the child to repeat a year. Contact Reema at the office to make an appointment to visit the school and meet with Liza.
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Join us! If what you see and read about KAL excites you and you like the idea of teaching here or would like to conduct workshops with our children or teachers, please do get in touch with Reema, our secretary, and make an appointment to visit us. Call us at +91 832 2538207
