INFUSING THE SPIRIT OF LEARNING IN SCHOOLSReport

An approach that helps make schools a joyful learning space by enabling students and teachers to think and express freely. Anandshala enhances the language abilities and ownership towards schooling by building stronger relationships between students, teachers and parents. It uses data as an important tool to create a more responsive education systemand drive advocacy.

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Infusing the Spirit of Learning in Schools was an online campaign we ran last August, to raise funds for transforming schools in the Samastipur District of Bihar so that children can learn through self-expression, thereby reducing the rate of dropout and absenteeism. The key idea was to provide a safe space for children where they feel free to express themselves and explore new creative ideas. The focus of Anandshala is to offer opportunities for students to increase their self-esteem and interest in school.

` 476,645and worked with100 schools

We raised

Infusing the Spirit of Learning in Schools

Designed activities making learning fun and engaging

Improved a�endance and performance levels of students

Enabled teachers and headmasters

to understand students proactively

Made parents active participants

in the children’s learning process

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DESIGN FOR CHANGE AWARD

Students from 16 schools of Samastipur submitted their stories of change in the Design for Change contest. Out of 2500 stories submitted from all over the country, “Kanth ki Pyas” a story from RMS Mohanpur was selected as one of the top 100 stories winner.

Indian Cricketer Irfan Pathan congratulating the ‘Superhero’ Preethi and Mr. Dharmendra at the I CAN Awards.

Kiran Bir Sethi, Founder of Design for Change congratulates the students and teachers of RMS Mohanpur for being the change.

SANSAD ADARSH GRAM YOJANAAnandshala was selected as one of the best practices in Education category under the Sansad Adarsh Gram Yojana by Ministry of Rural Development.

Our Achievements

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The peopleyou’vehelped

RANI

Rani is a student of class 6 from Middle School Birauli. She loves painting, art and craft, and playing games, but in school she spent most of her time in the daily textbook routine. With little scope to do the things she was interested in, she was bored at school which negatively affected her course performance, increased her absenteeism and finally led to her quitting school. As a part of Focus Child Identification, her teacher Anju visited Rani’s home to talk to her parents who believed that she is not interested in studying since she prefers to contribute to household chores. But Rani explained that she does not enjoy herself in school because she is bored with the textbook routine. Since then Anju started engaging students through games and had art and craft sessions more often, which made the students, including Rani, take interest in school activities and come to school regularly.

“We can’t learn anything if we don't enjoy it.”

-Rani

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MOHAMMAD SITARA

Mohammad Sitara is a teacher in Upper Middle School Sherpur Bandh, in the Vidyapati Block of Samastipur. He is an Anandshala Resource Person and has trained and supported other teachers in implementing the Anandshala program, equipping them with new techniques and strategies to identify disengaged students, track them regularly and connect disconnected students back with the school. As a result, the school witnessed an increase in student attendance, rise in parents' engagement with the school and teachers too demonstrated positive attitude towards children. Hisefforts have made the Vidyapati block one of the better performing blocks in the entire district.

“The Anandshala program has re-energized the children and theschool.”

- Mohammad Sitara

The peopleyou’vehelped

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Baldev Prasad Verma is the Headmaster of Upper Middle School Dekari Chak in the Khanpur block of Samastipur. He took charge of the school in April 2015 and initiated a change by getting teachers to come to school on time and leave on time. He also converted a room which was being used as a storage space into a library called “Anandshala Children’s Library” that contained books, newspapers, games and playing materials for the children, and was open from 3pm to 4pm everyday with one teacher being there for support. For children to treat this as their own space, he got them to decorate the library, draw on the walls, and set it up anyway they like.

BALDEV PRASAD VERMA

“Its only when we will change, that the school will change.”

-Baldev Prasad Verma

The peopleyou’vehelped

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Who we've impacted

Sr. No School No. of Students Impacted No. of Teachers Impacted

1 MS KALYANPUR 976 14 2 MS SINGHIA GHAT 961 21 3 MS KAPAN 467 9 4 UMS KARRAKH 302 9 5 MS PATAILIYA 970 10 6 MS SOHMA 877 15 7 MS BITHAN 1114 15 8 UMS KRANCHI 445 6 9 UKMS BITHAN 425 10 10 UMS PUSHO 432 10 11 UMS SULTANPUR GHATHO 609 9 12 UMS BALLOCHAK 314 10 13 MS DALSINGHSARAI 780 13 14 MS RAMPUR JALALPUR 321 9 15 KUSUMWATI KANYA MS

DALSINGSARAI 508 11

16 UMS KARSOLI 195 10 17 MS GAJPATTI 645 13 18 MS BADGAON 521 11 19 MS SHASAN 416 12 20 MS HASANPUR ROAD 931 22 21 MS JITWARIYA 911 9 22 UMS MANIKAULI 391 12 23 UMS RATWARA URDU 898 8 24 UMS BHAGIRATHPUR 338 10 25 UMS SHIVNANDANPUR 86 10 26 UMS DEKARI 320 11 27 MS REBRA GOTIYAHI 529 10 28 UMS MANANPUR 288 9 29 UMS HASANPUR 281 7 30 UMS VISHANPUR 347 9 31 UMS DHARNI PATTI 156 5 32 UMS MADHOPUR 364 9 33 UMS SARARI 439 9 34 RMS DASHAHARA 364 6 35 UMS BHOG RAJPUR 189 8 36 RMS KALYANPUR BASTI 975 13 37 UMS NAWADA, MOHIUDDIN

NAGAR 322 12

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Sr. No School No. of Students Impacted No. of Teachers Impacted

38 UMS HEMANPUR 220 8

39 RMS KURSAHA 559 12 40 GMS MOHIUDDIN NAGAR 374 12 41 MS PURUSOTTAMPUR 628 10 42 UMS JITWARPUR 253 7 43 MS DHARMPUR DAKHILI 505 8 44 MS NAYAR 351 8 45 BS MARICHA 312 8 46 RMS SUPAUL 440 11 47 RMS ROOPAULI 234 12 48 RMS CHACKSALEM(KANYA) 270 12 49 UMS SHIVRAMA 263 10 50 RMS DARBA 368 9 51 MS BIRAULI 237 9 52 MS HARPUR 374 10 53 BS DIGHRA 394 7 54 MS MORSAND 388 9 55 UMS BAPUKANYA WAINI 182 5 56 UKMS_SONUPUR 210 9 57 UMS BHATOTTAR 311 12 58 UMS PITTHADOBHI 300 9 59 UMS LALPUR 268 9 60 UMS MAKTAB MOTIPUR 354 11 61 UMS NARAYANPUR DADHIYA 270 10 62 RMS SINGHIAKHURD 615 13 63 UMS TAJPUR RATANPUR 212 8 64 UMS KEWAS JAGIR 324 14 65 UMS POKHRAIRA 395 14 66 BS JITWARPUR KUMHIRA 382 10 67 MS KHALISPUR 414 9 68 MS TISWARA 310 10 69 UMS ARMAULI 444 12 70 UMS LATABSEPURA 571 14 71 MS BAGHOPUR 348 11 72 MS KARIYAN 631 14 73 MS BALLIPUR 578 18 74 UMS AKHATWARA 435 12 75 MS DAHIYAR 313 13 76 UMS VASTIPATTI 306 8 77 UMS DUMRA 130 7 78 MS WARI 581 7 79 MS SINGHIA 899 13 80 MS KUNDAL 345 10

81 MS TAJPUR 950 22

82 UMS RAMAPUR MAHESHPUR 254 11 83 UMS CHAKHAIDER 291 15 84 UMS KUBAULI BASO 212 11

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Sr. No School No. of Students Impacted No. of Teachers Impacted

85 UMS BANGRA 281 8 86 MS REWARI 482 7 87 UMS SUPAUL 346 7 88 BS MALTI BELARI 159 11 89 MS SHAHWAJPUR 167 8 90 MS PACHPAIKA 539 8 91 UMS MANIYARPUR 502 12 92 UMS GADHSISAE BALAN NADI

KE UTTAR 422 8

93 AMS MAU BAJIDPUR 456 11 94 UMS DIH DHEPURA 188 8 95 AMS KANCHA 1010 12 96 RKMS ROHUA 350 9 97 UMS LAKHANPATTI 253 10 98 MS CHHATNESHWAR 485 13 99 RUMS BEGAMPUR HINDI 361 13 100 MS KUSAIYA 393 12

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43806Total 1056

Overall Program

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Based on the feedback and suggestions received from field, an Anandshala toolkit was designed, developed and distributed to all the 996 schools that we work in. The toolkit contained-

SDPP ANANDSHALA TOOLKIT

SELECTION AND TRAINING OF RESOURCE PERSONS / MASTER TRAINERS

were impacted as part of the Anandshala campaign

43,806 students 1,056 teachers

What we did

A trainer manual with facilitation strategies and training sessions to deliver training on our Anandshala model;

A school manual detailing the Early Warning System process and an implementation guide for teachers and headmasters;

Process posters showcasing processes and training aids;

A headmaster’s diary to help them manage their responsibilities better;

Posters to be used as an aid to ensure greater engagement with parents at the parent-teacher meetings.

Understanding child centric education and the elements required to strengthen child centered education.

Understanding Early Warning System and its components, including Focus child Identification,

Muhim, Pragati Patrak, PTA meetings etc.Drafting or redesigning roles and responsibilities of various stakeholders.

We worked intensively with Block Education Officers in all 20 Blocks of Samastipur district, to identify resource persons to become Anandshala Ambassadors and build the capacity of the program. A five day residential training on “Perspective Building on the Anandshala Model” was held in Rajgir, Bihar, where in we trained 27 resource persons from 19 blocks including two representatives from Sarva Shiksha Abhiyan,Samastipur, and a representative from DIET,Samastipur.

The training revolved around:

“Punctuality, interest and enthusiasm has been revitalized through this training”.-Dev Prakash Roy, Teacher, Samastipur

“Case studies have helped me realize that problems will arise,but they will not be a barrier in reaching my objectives and goal.”–Imtiyaz, BRP Pusa

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TRAINING OF CRCs & BRCs TRAINING OF NODAL TEACHERS

In a first, a two day training program was organized for the Cluster Resource Coordinatorsand Block Resource Coordinators at BB Fatima Teachers Training College to acquaint them with the Anandshala model, so that they can apply the concept of Anandshala in their schools, further invoking ownership in the program. During the training, the IVRS was introduced to support them in monitoring progress.A total of 239 coordinators participated in thistraining and left with a renewed sense ofcommitment to follow the Anandshala model asper it’s prescribed timelines to bring about achange in their schools.

Follow up meetings with the CRCs and BRCswas conducted to track the progress of theirprogram. After mapping the progress, a fewreorientation trainings were conducted incertain blocks where the implementation wasslow or needed to be reactivated.

A two day training Program on Early Warning System (EWS) was organized for nodal teachers from 996 schools in the Samastipur district. For this training, one teacher from each school was selected as a nodal teacher who then oriented other teachers of classes 5th – 8th in their respective schools.

The main objective of the training programmewas to build the capacity of nodal teacher toanchor the implementation of EWS, as well astrain and support other teachers in theirschool with regards to-

Understanding on how to identifyat-risk students.

Understanding the process of tracking, and response strategies through Muhim and Pragati Patrak, and home visits.

Building better relationships with the parents and communities by organizing effective parent-teacher meetings.

The training stressed on the need to identifystudents who need special attention andunderstand the specific issue that the childmay have, so that a personalized strategy tohelp the student can be developed.

EWS has since been widely implementedacross schools and has helped track student’sin need of more specialized support. So farther has been a positive trend, with teacherscapturing the student’s learning outcome andparticipation level in the classroom. Someschools went a step ahead and organizedparent-teacher meetings to actively involveparents in assisting the student.

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Thank you for your

generous support!

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