We run a good school, as do many others. Schools in India are an achieving community with much to be proud of, for we have been the force that created one of the most valuable workforces   in the world. We are a diverse community…How much more diverse can

we be? For we are a humongous mix of government schools, private schools, public schools, semi-aided ones, alternate schools, venerable two-hundred year old institutions, upstarts, schools that get into the Guinness Book for the largest student body, and schools that exist only on paper. Perhaps, not all are achievers. There are shortcomings, and we, as a group, do some things less than well.  “At Johnson Grammar School I.C.S.E., a student is not treated as an apprentice in a machine shop, rather he is groomed to be a responsible citizen as well as an independent authority in his chosen field” says Dr. B.Chandra Sekhar, the Administrator of the School. Mrs. Gita Iyengar, Principal Johnson grammar School along with Dr. B.Chandra Sekhar share their vision on Schools and what makes Johnson Grammar School distinct…..

“One of the earliest ISO schools in the country, Johnson Grammar School adopted as its policy the endeavour to achieve and sustain exemplary standards both in formal education and student discipline by providing quality education for all round development. We are committed to build and maintain a culture for continual improvement in all functions of the institution and monitor the success”

“Amidst all this rigour, the school tries always to keep in mind its logo – “`The joy of being’’

“The challenge in all this is to nurture our students in many varied ways, to prepare them to offer their best to the world in a time to come”

Achievements amidst choices:

The ISO glory:

“In the year 1992, I happened to attend a seminar on ISO certification that impressed me to introduce quality management in education. It took 2 years to document and define the product, customers; Quality policies, Quality objectives. In the mid 1990s I started feeling the need for a managing system. Since the school was growing, I was getting overwhelmed by the complexity and desperately needed to streamline the system. In 1994 I attended a seminar on Quality and got hooked for good. I knew immediately that ISO certification would help us get our act together. The school had to put a quality management system and accompanying documentation in place, although ISO certification is an accepted practice in education abroad. We did not have access to that knowledge base. So it took the quality management system of a management firm tried to adapt it to its needs. We had to define our customer and product, which is not a familiar concept in education. The school had to define its quality policy, map out all the processes starting from admission to final examination and list out the roles and responsibilities of staff members. Now the school has a parent orientation which would not have been possible without ISO certification.” reminisces Dr. B. Chandra sekhar

One of the earliest ISO schools in the country, our School adopted as its policy the endeavour to achieve and sustain exemplary standards both in formal education and student discipline by providing quality education for all round development. We are committed to build and maintain a culture for continual improvement in all functions of the institution and monitor the success.

That vision and policy translates in so many ways into what we do and practice. It determines our thinking about and our actions on every small detail of our functioning. To make sure that we are transparent, and clear, we document our efforts, policy and procedures. Our school’s Quality Manual and Systems Procedures are updated from time to time, as new processes are introduced, or the existing ones enhanced. Every significant event in the school is planned in advance. Our school events for the academic year 2008- 2009 were decided by December 2007 in meetings attended by all the executive team.

The syllabus subject-wise was set in December 2007 after a complete review and discussion attended by every teacher of that subject from pre-primary to Class 10, and signed by every one of them. The books for each subject at each class level were looked at by the teachers themselves, and by those who are in charge of the section, and written reviews submitted, before the choice was made.

Planned process:

Subject teachers of each class make the year’s teaching plan in their subject just before the beginning of the new academic year, sitting together to negotiate the spread of teaching time needed for each topic, its positioning in the year, and the way in which it could be dealt with. They plan their projects, and their evaluation, as well. Such subject coordination meetings are also held several times in each term, with the teachers documenting the key matters they have agreed on.

Our school is organized into four sections – the pre-primary, primary, middle and high school sections. With the school’s strength having grown each year (currently about 5000 students), we now have In-charges heading each of classes 5 to 10, and the primary and pre-primary sections. The In-charges are usually those who have proved their potential in the school, as people who organize well and have the enthusiasm and ability to further the school’s vision. They implement the school’s programme, and closely monitor the teaching learning process. They report to the Vice-Principal and the Principal, who direct and guide the team, in consultation with the school’s Administrator. This executive team, with the school’s governing body, decides strategic issues.

The IB excitement:

A recent strategic decision was to introduce the International Baccalaureate Diploma Programme. A year’s hard work has seen us securing the authorization from the International Baccalaureate Organization. Key personnel were selected and trained, with regular orientation sessions with the school’s Vice-Principal and DP Coordinator to make sure that the new requirements and challenges were well-understood by  all those involved.

Everyone in the school is excited by this prospect of starting the DP programme. Our parent body has responded enthusiastically as well, with parents giving voice to their trust in the school. That trust is based both on the manner in which our teachers have endeavoured to enhance their ward’s academic performance (with cent per cent performance in the ICSE Class 10 examinations), but also on the frequent interaction we have with them. They are free to come in on any day of the week to meet the Principal, Vice Principal or other members of the executive team, and they often do! Solutions are sought to any problems they might have. They are consulted on some of the decisions that affect them through opinion polls, and their suggestions taken into account. (They are also informed, of course, of their ward’s minor peccadilloes!) Once a year, they are also invited to come in and observe their ward’s class and give us their feedback.

Centre points:

The school’s approach is student-centric, and this shows in many small ways. The school heads and executive team are at vantage points to greet the students in the morning. The assembly is seen as an opportunity to nurture talent, and to share with different sections of the school. Our class sessions are deemed successful if there is enriching interaction between teacher and students. Once a week, students of Classes 2 to 7 take part in a chosen extra activity, and this is included within the curriculum, and held during regular school hours. The school’s Student Council is constituted, with leaders from the High School, Middle School and Primary School, at the beginning of every academic year, and plays an important role in all major school events.
A variety of inter-house competitions in different co-curricular activities are held at Primary, Middle and High School levels, to nurture the talents of students in literary, cultural and sports events. To ensure that such activities are carried out well, we have Cultural In-charges for the Primary, Middle and High School sections. Besides this, the school sometimes organizes workshops for student development, or sends them to such workshops or competitions outside the school. Environmental awareness is encouraged through participation in exhibitions, rallies and similar programmes. All these are organized by teams of teachers whose abilities for such tasks are spotted and nurtured.
And should any child need individual guidance or counseling, we have two counsellors who can guide them on academics and on matters of emotional or social adjustment. Our counsellors are also invited to speak to groups of our teachers for better understanding of their role in effective counseling.

Wishes and woes:

In order to respond to the needs of students, the school has suggestion boxes, where students can voice their concerns. Besides this, the school has also started organizing Quality Circle sessions for them, so that they can think about issues that concern them and explore ways to act. The school’s newsletters, magazines and felt boards also afford opportunities for them to express their opinions. Recently, the school has tied up with the Papyrus clubs – Deccan Chronicle initiative to start a students’ e-magazine.

Being located in an urban area, we have had to overcome the need for adequate playing space for the Middle and High School children by organizing daily sports coaching camps in a sister school. These camps have been able to nurture talent, and a few of our students have competed at national school-level competitions. We also host a local inter- school Table Tennis tournament yearly in the memory of our founder-chairman Sri S.R.N.Mudiraj. The Physical Education Trainers have their own year plans to carry through during the academic year, during which they train the students for a sequence of different games/ sports.

To train the teachers and other staff of the school, the Principal makes a training plan, so that opportunities for such training are either offered by the school itself or through some suitable external resource. The school also reviews teacher performance and counsels teachers for improvement. Through involvement in the school’s menu of cultural and other activities, the teachers’ abilities in other areas are also enhanced.  

Targets and goals:

During the first term, every member of the school’s executive committee and staff sets his/her goals for the academic year. We try to ensure that these goals are feasible and measurable, and that these reflect the efficacy of processes. On three occasions during the year, towards the end of the three terms, the school audits it’s educational and support processes. Our staff members are trained and empowered to carry out the internal audit and all functions including executive functions are audited. The results are discussed in detail and follow up actions are documented and carried through. While the school likes to rely on its own resources, and to strengthen these in every way,

it also believes in drawing in fresh talent and expertise in different areas. We tap such resources for programmes both for teachers and students. We have benefited in the past from such teacher training by M/s Educomp for the WIPRO conceptualized programme and M/s Intel for IT inputs into the teaching process. Our students have been involved in science practical activities organized by M/s Butterfly Fields, and are now to be trained in reasoning skills by The Complete Child Academy.

The extra eye:

Recognising that students now routinely approach external agencies for additional drilling in key    subject areas so that they can face competitive entrance examinations, our school has set in place, as an option, facilities for further reinforcement in Science subjects and Mathematics at the High School level. These sessions are closely aligned with the pace of our own syllabus, and strive to strengthen study skills and drive in concepts.

Joyous spates:

Amidst all this rigour, the school tries always to keep in mind its logo - ``The joy of being’’. Every school event is planned with a great deal of interaction, with spirited discussion, and taking in multiple viewpoints and dissent before its final form and mode are worked out, and responsibilities set. Among the high points are the inter-house dramatics of the Primary, Middle and High School. Preparations start a month in advance, and each house is fired with the competitive spirit as it selects the cast, rehearsals are held and the props and other paraphernalia devised.

The actual performances are a marvel of creative energies. Pre-primary School has its colour days, its fancy dress competitions, and its enjoyable gallery walks. In the other sections, dance competitions, debates, flower arrangement, rangoli competitions and quizzes, and Independence Day celebrations are among the many other keenly watched events in the first term. During the October vacation, the school takes the High School on a ten-day annual excursion. Sports events, cricket league matches, and one-day local picnics for every class make the second term come alive. And as the third term draws to a close, Class 10 is given a rousing farewell. When time and space permit, we throw in an Annual Day or Sports Day as well!

The challenge in all this is to nurture our students in many varied ways, to prepare them to offer their best to the world in a time to come. There is pressure from the expectations of parents, and the larger society about us. Yet, we cannot forget that we have also to nurture in our students humane values, the soft skills, the awareness of the interconnectedness of human beings and creatures world-wide, so that they will later be able to deal with such pressure with grace. Only systems and institutions that are grounded in their own philosophy, and believe in examining their own ``life’’ can do justice to such a tall order. The challenge for those who manage such organizations is to constantly build and re-build them.

Sometimes, thoughts like these are large enough to sound pompous. What saves teachers and teaching institutions from becoming altogether too tedious is the unpredictable and irrepressible energies of its students. They are like sparks of lightning and we are the lightning rods, simple but effective devices that conduct their energies!