DOCSLIB.ORG

Summer at Doon Leadership School

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Summer at Doon Leadership School SUMMER AT DOON LEADERSHIP SCHOOL 1st June -15th June 2015 WELCOME FROM THE HEADMASTER I am truly delighted to welcome aspiring young men and women aged 14- 18 years (Grade 9-12) from all over India and across the globe to The Doon School’s Summer at Doon programme in June 2015. The Doon School has long been associated with innovative thinking and leadership and is passionate about being at the forefront of educational opportunity for its boys, and the Summer at Doon programme seeks to create a very special experience that will enable a wider student body of girls and boys to discover the essential qualities of leadership. The course will be taught by specialist staff from Aspire, in conjunction with the teaching community from The Doon School. The leadership course will be an adventure, and also promises to be a challenging and intellectually demanding environment which will enable students to meet and make like minded friends, and learn from each other, as well as from the adults leading Summer at Doon. We are very pleased to be working with Aspire to create a dynamic and thought provoking course that will ensure that students receive a profound understanding of what successful leadership is all about and what is required to demonstrate it in the twenty-first century in an increasingly globalized world. I join the school’s teaching community and Aspire in welcoming interesting and interested students to The Doon School’s leadership programme Summer at Doon 2015. Dr Peter McLaughlin ABOUT THE DOON SCHOOL The Doon School was India’s first genuine public school including Prime Minister and aims to be an institution of excellence, dedicated Rajiv Gandhi, many to producing leaders of the future. Founded in 1935 by chief ministers of Indian Satish Ranjan Das, The Doon School has had a long and states, ambassadors and distinguished history on India’s tradition-enriched soil. luminaries in the world The school offers CISCE and IB education to 500 boys of arts and letters such between the ages of 12 and 18 in a fully boarding as sculptor Anish Kapoor environment. Forty per cent of students, who come from and author and librettist every socio-economic background and from all Indian Vikram Seth. Doon is states, as well as Indian boys from outside the country, in membership of the receive scholarships or bursaries as part of the school’s International Division mission to attract exceptional boys irrespective of their of The Headmasters’ religion, caste or economic background. and Headmistresses’ Conference (HMC) as well Nestled in the Doon Valley with the magnificent Garhwal as the International Boys’ Himalayas to the north and the Sal-clothed Shivaliks School Coalition (IBSC) to the south, the school is set in a wooded campus and Round Square, and is comprising 70 acres of lush surroundings, which offers an IBO world school. an idyllic location for young people to live and learn. The curriculum is broad and provides plenty of intellectual The programme is challenge and creativity in addition to a strong sporting designed to discover what tradition and love of the arts. Leadership and social leadership is, identify responsibility are part of the school’s curriculum and the traits and attributes are embedded in its ethos. Pastoral care, guidance and that make a good leader support as well as committed teachers support the boys and explore the differing in and out of the classroom. Boys achieve first class styles of leadership academic results at ISC/ICSE and IB every year, and go required today and in the to top universities and colleges at home, including IITs future. Students will be and Delhi University, and abroad to Singapore and Hong taught and also study, Kong, to the Russell Group universities in the UK, to debate and discuss, think Canada and to Ivy League colleges and highly regarded and do, learn and be liberal arts and sciences colleges in the US. challenged, be inspired and come to appreciate Its founding Headmaster, Arthur Foot, was a master the key elements of the at Eton before taking up his post at Doon, so many programme listed below: of its traditions and its ethos are rooted in the British education system. Since its foundation, the school has had a disproportionate impact on India and has produced many distinguished alumni in all walks of life, THE PEDAGOGICAL APPROACH At the core of the course is the Socratic Dialogue, a powerful, transformative and specialized learning tool. Socratic Dialogues are text-based group discussions which use teacher-guided questions and probing discussion for disciplined reflection. It is both a form of inquiry and debate to stimulate critical thinking. Readings include, but are not limited to, select passages from Aristotle, Plato, Machiavelli, Gandhi, Mao, Tolstoy, J.R.D Tata, Veer Savarkar, Lee Kuan Yew, Naguib Mahfouz, Stiglitz, and others who actively shaped the world around them through their ideas and actions. This will be an invaluable preparation not only for leadership roles in the future, but also for university and college studies at top institutions in India and worldwide. Socratic dialogues will enable the students to expand their horizons across multiple academic disciplines, and learn through the lenses of history, geography, philosophy and economics. This learning approach will be a departure from many students and will provide them with a unique, intellectually stimulating and creative approach to understanding what leadership is and how it can been seen historically, as well as in the present and how it could be practised in the future. How to apply to the Admissions Criteria Summer at Doon Interested candidates are required to provide the following: programme? A completed application form obtainable from the 1. Register and apply by website: www.doonschool.com/summer.doon/ email or in hard copy leadership, or by email from The Doon School 2. Course offer is made by • A short personal essay the School • A reference from a teacher 3. Payment Payment once acceptance has been acknowledged. 4. Place confirmed The course cost is Rupees 125,000. This is inclusive 5. You come to The Doon of everything apart from pocket money and transport School for the Summer to and from school. at Doon experience! LEADERSHIP CASE STUDIES Who are Aspire? Students explore case studies to analyse and reach Aspire are an industry conclusions based on facts, conflicting goals and promoted social values, and their impact on people and societies. We enterprise offering have developed our own, as well as drawn on relevant embedded education political and business case studies from institutions such for schools, colleges, as Harvard, Stanford, Yale, Oxford and Cambridge. and universities, and Leadership case studies can also be enriched from the employability and student’s own experiences in their schools, friendship life skills courses groups and interests that require an understanding of and programmes. what leadership is and how it can have a profound effect Programmes offered to the positive, and to the negative where it is poor or, to schools are aimed perhaps worse, non-existent. Leadership is a taught part at enhancing creativity, of The Doon School’s curriculum and the school’s faculty and developing are experienced in teaching the practical and theoretical leadership and life aspects of the curriculum. skills. Their school programmes are based on experiential learning, “train-the-trainer” services, technology- enabled blended delivery and best international curricular practices. Aspire was incorporated in July 2007, is one of India’s leading education services firms delivering on-campus education to over 30,000 students on more than 40 campuses in 22 Indian states. Learn more about Aspire at www.aspireindia.org THE PERFORMING ARTS Music and Drama programmes are used to explore creativity and self-expression by giving students opportunities to develop ideas, and script, practise and perform them. In addition to supporting spatial learning and temporal reasoning in young adults, the programme is designed to give students an opportunity to collaborate, influence and lead. Students will have the chance to be taught by experienced teachers from the school and to perform in the Rose Bowl amphitheatre and/or indoor theatre spaces. COMMUNICATION The curriculum offers participants opportunities to understand the impact of (and to practise) influential writing, speaking, presentation skills and non-verbal cues (e.g., body language). It uses compelling speeches from well-known leaders to ensure that participants are able to internalise both substance and style. Soft skills help students to deal with, and positively manage, diverse environments, dissent, challenging situations and people. What they say: ...I was surprised by myself and my abilities. I was surprised by how little I can survive on and learnt how to use my resources properly... Prakriti Singh , Jamshedpur The service project was an eye-opener for our children.I personally would like to thank the programme coordinators for showing them this side of life. A few days back, when she saw the picture of the completed bottle house she felt so proud and happy. Their hard work under the sun has not gone to waste and the objective of providing housing to the underprivileged has been finally achieved. A sense of achievement and confidence could be felt. Parent of Ojasvi Khanna THE OUTDOOR EXPERIENCE The programme makes use of Dehradun’s proximity to a rich and diverse natural environment. Outdoor activity provides an appreciation for natural beauty and its forces. This is based on short, age-appropriate activities such as trekking and camping in the outdoors – inspiring planning, endurance, leadership and team work, as well as enhancing participants’ awareness of the environment and the challenges we human beings pose to it. GUEST LECTURES A variety of guest lecturers will speak to and interact with the boys and girls on the programme, including NGO leaders, politicians, writers, journalists, business leaders, artists and innovators from many walks of life.
Load more

Recommended publications
  • An Indian Englishman
    AN INDIAN ENGLISHMAN AN INDIAN ENGLISHMAN MEMOIRS OF JACK GIBSON IN INDIA 1937–1969 Edited by Brij Sharma Copyright © 2008 Jack Gibson All rights reserved. No part of this book may be reproduced, stored, or transmitted by any means—whether auditory, graphic, mechanical, or electronic—without written permission of both publisher and author, except in the case of brief excerpts used in critical articles and reviews. Unauthorized reproduction of any part of this work is illegal and is punishable by law. ISBN: 978-1-4357-3461-6 Book available at http://www.lulu.com/content/2872821 CONTENTS Preface vii Introduction 1 To The Doon School 5 Bandarpunch-Gangotri-Badrinath 17 Gulmarg to the Kumbh Mela 39 Kulu and Lahul 49 Kathiawar and the South 65 War in Europe 81 Swat-Chitral-Gilgit 93 Wartime in India 101 Joining the R.I.N.V.R. 113 Afloat and Ashore 121 Kitchener College 133 Back to the Doon School 143 Nineteen-Fortyseven 153 Trekking 163 From School to Services Academy 175 Early Days at Clement Town 187 My Last Year at the J.S.W. 205 Back Again to the Doon School 223 Attempt on ‘Black Peak’ 239 vi An Indian Englishman To Mayo College 251 A Headmaster’s Year 265 Growth of Mayo College 273 The Baspa Valley 289 A Half-Century 299 A Crowded Programme 309 Chini 325 East and West 339 The Year of the Dragon 357 I Buy a Farm-House 367 Uncertainties 377 My Last Year at Mayo College 385 Appendix 409 PREFACE ohn Travers Mends (Jack) Gibson was born on March 3, 1908 and J died on October 23, 1994.
    [Show full text]
  • Chapter-Ii Historical Background of Public Schools
    C H APTER -II HISTORICAL BACKGROUND OF PUBLIC SCHOOLS 2.0 INTRODUCTORY REMARKS The purpose of this chapter is to give an account of historical back­ ground of Public Schools, both in England and in India. It is essential to know the origin and development of Public Schools in England, as Public Schools in India had been transplanted from England. 2.1 ORIGIN OF THE TERM PUBLIC SCHOOL The term 'Public School' finds its roots in ancient times. In ancient time kings and bishops used to run the schools for the poor. No fee was charged. All used to live together. It was a union of 'classes'. The expenses were met by public exchequer. Thus the name was given to these schools as Public Schools. 2.2 ESTABLISHMENT OF FIRST PUBLIC SCHOOLS William of Wykeham, Bishop of Winchester established 'Saint Marie College' at Winchester in 1382. This foundation made a crucial departure from previous practice and thus, has a great historical importance. All the previous schools had been ancillary to other establishments; they Kod been established as parts of cathedrals, collegiate churches, monasteries, chantries, hospitals or university colleges. The significance of this college is its independent nature. 17 Its historian, A.F. Leach says "Thus for the first time a school was established as a sovereign and independent corporation, existing by and for itself, self-centered and self-governed."^ The foundation of Winchester College is considered to be the origin of the English Public School because of three conditions: 1. Pupils were to be accepted from anywhere in England (though certain countries had priority).
    [Show full text]
  • Magazine 7 Mar 2016
    The Development & Alumni Relations Office Newsletter MAY 2016 Dear fellow Doscos, teachers are actively engaged in we were all beneficiaries of a unique campus life. educational experience at Doon and we I feel honoured and privileged to have Ÿ Starting new programs like Summer wanted the legacy to continue for served as a Governor of The Doon at Doon, and the teacher training future generations. I have four boys and School. During this time I have also with the Institute of Education none of them did or will attend Doon, carried the responsibility of leading (IOE). so the legacy is not a personal one. the newly founded Development Ÿ Upgrading the quality of college Committee, which plays the role of counselling and placements. Like many of you I had the good raising funds to support the enticing Ÿ And last, but perhaps most fortune of being involved in some new initiatives that Dr Peter importantly, upgrading the physical world class educational institutions as a McLaughlin, Headmaster, and facilities in the houses, developing a student, as a parent, and as a trustee. Mr Gautam Thapar, Chairman of the long term estate plan, and I don't believe I am exaggerating when BOG, have started. completing the Art School. I say that Doon stands up there with the best of them. Arguably, if one I’m pleased to report that, due to the No doubt there are several other key judges a school by whether it inspires support of Old boys and friends of the needs, still unmet, that are worthy of its students to make a difference in the Doon family, we have raised Rs 36.18 your support.
    [Show full text]
  • Development Plan
    The Doon School Development Plan Maintaining our pre-eminence May 2012 The Doon School The Mall Dehradun 248001 Uttaranchal India Tel: +91-135-2526-400 Fax: +91-135-275-7275 The Doon School Development Plan: Maintaining our pre-eminence, May 2012 Copyright © 2012 by The Doon School This report is being communicated to the recipient on a confidential basis and does not carry any right of publication or disclosure to any third party. By accepting delivery of this report, the recipient undertakes not to reproduce or distribute this report in whole or in part, nor to disclose any of its contents, in any form or by any means, electronic or mechanical, without the express prior written consent from The Doon School. Cover Photo: © Amit Pasricha The Doon School Development Plan Maintaining our pre-eminence May 2012 From its very inception and opening in 1935, The Doon School was clearly an Indian school, developing “… boys to serve a free and democratic India”, as articulated by Arthur Foot, the School’s first headmaster. Each aspect of the School was designed to prepare leaders who would build and serve a great nation. The Doon School Development Plan 2 Maintaining our pre-eminence: The Doon School Development Plan From its very inception and opening in 1935, The Doon School was clearly an Indian school, developing “…boys to serve a free and democratic India,” as articulated by Arthur Foot, the School’s first headmaster. Each aspect of the School was designed to prepare leaders who would build and serve a great nation. Boys from every background, caste, race, creed, and religion proudly sang the national anthem before it was adopted by a free India; boys and teachers were taught to value service before self; and secularism, discipline, and equality characterised the School’s playgrounds, houses, and classrooms long before these values reached other schools or the nation.
    [Show full text]
  • The Doon School Weekly Saturday, August 16|Issue No
    ESTABLıSHED ın 1936 The Doon School Weekly Saturday, August 16|Issue No. 2379 Regulars Interview Week Gone By Poetry 2 3 3 4 DISCOVERY WEEK AT CERN Preetam Mohan reports on the visit to CERN which took place during the holidays On the 15th of June, a group of nine boys escorted by Dr Ashish Dean left for Geneva, Switzerland to experience life in one of the finest institutions in the world in its field - European Organisation for Nuclear Research (CERN). It was a most exciting prospect as School had organized a program of such magnitude for the first time, and it was supported by the fact that all of us had an interest in the field of work explored at CERN. The five-day internship program kicked off at 0800 hours on the 16th of June, with us meeting some of the topmost authorities at CERN. The highlight was meeting the Director General, Dr Rolf Dieter Heuer himself. The ‘showcases of CERN’, the Microcosm and the Globe provided us a preview of what we might be staring at for the next five days. It, befittingly, related to the modern day applications and we were drawn into the origin and the thoughts that revolved around such discoveries. The day was organized in a way to expose us to what CERN’s aim is: exploring Fundamental questions such as ‘where do we come from?’ and ‘what are we made of?’ These gave the internship the intellectual gravitas that it deserved. After visiting the computing centre we learnt that India has two centers on the CERN radar and we were happy to know that so many countries had pooled in resources to further the cause of science through CERN.
    [Show full text]
  • The Doon School Weekly (July 25, 2020)
    Established in 1936 The Doon School WEEKLY “I sketch your world exactly as it goes.” -Arthur Foot July 25, 2020 | Issue No. 2575 A Book judged by its ugly cover at the head of the table problem of the week A look into our constant desire for An interview with Dr. Jagpreet Work your brain on this fun math novelty. Singh, the School’s new Headmaster. problem! Page 3 Pages 4-5 Page 6 Editorial Another Term, Another Race Varen Talwar Although the term started without plays such a historic role in binding like stories and poems, or even any of us undertaking our normal the lives of all Doscos together commentary on contemporary journeys to School and without the through time and space. issues, if expressed in a creative flurry of packing, inspection, and However, it would be foolish of manner. We are also looking for unpacking, I still felt my Circadian us to make promises we can’t keep. unique experiences you might have rhythms abruptly change on the day We have realised, after careful had during these unusual times, so the term started. I felt more tired consideration of our experience that we can truly be able to connect and hungry than usual, pretty much last term and of the current the School community. Lastly, we how I usually feel at School, as if situation, that it is highly likely that welcome any suggestions for us my body were so used to adjusting there will occur certain disruptive regarding new sections or design itself to School conditions at the events over the next few weeks with elements suitable for the online start of the term, even though I the potential to thwart our weekly medium.
    [Show full text]
  • The Doon School WEEKLY “I Sketch Your World Exactly As It Goes.” -Arthur Foot May 26, 2018|Issue No
    Established in 1936 The Doon School WEEKLY “I sketch your world exactly as it goes.” -Arthur Foot May 26, 2018|Issue No. 2506 THE “Being a “Be honest and Housemaster, a sincere about what part of the tutorial you are doing. system, going for Don’t imitate others. midterms and Whatever comes playing sports with your way, take the boys are my it positvely, and most treasured commit yourself to END memories of School.” the job.” - - OF AN ERA PBR PKN PBRMr. Philip Burrett friend and mentor Mr. PrabhakaranPKN Nair guide and teacher 2 the doon school weekly ‘The Sense of an Ending’ The Weekly interviewed the Second Master on his final thoughts before leaving School. The Doon School Weekly the best colleges abroad and in school. I realised this when I (DSW): During your tenure, India. Colleges have become such learned how much the Old Boys which changes have you seen an important factor in a student’s do for School and society after they that impacted School the most? life, that much of the SC form leave School.. Other schools might Mr. Phillip Burrett (PBR): The year is spent on SATs, ACTs and be similar to Doon, some of them examination system was a big getting ‘Recos’ done etc. This are good at sports, some at studies change, with the introduction of has resulted in fewer seniors - students may all have fluffed up the IBDP and the phasing out of participating in School teams. CVs, but their sense of community the ICSE in favour of the IGCSE Which School team today has , trust and mutual respect between was a big decision.
    [Show full text]
  • The Doon School Weekly (August 29, 2020)
    Established in 1936 “I sketch your world exactly as it goes.” -Arthur Foot August 29, 2020|Issue No. 2579 Rahat Indori A CHANDBAGH BEGINNING Doonspeak A homage to the late poet and lyricist An interview with Mr. Love Trivedi, Perspectives on what Chandbagh Dr Rahat Indori. a new Physics master at School. feels like without Doscos. Page 3 Page 4 Page 5 The Menagerie Vihaan Ranka The zoo was bustling with activity. Children were running around, wreaking havoc. The adults were exhausted. The zoo workers struggled to calm the children down and manage the menagerie simultaneously. A guide was travelling along with a group of schoolchildren, inquisitive and full of energy. The teacher looked calm and cheerful noticed this and smiled, reminiscing hours!” as she no longer had to control about a similar experience from The third one was the cream of the little devils. The children his childhood. The guide took the crop. The guide once again seemed extremely engrossed in the the children to the first chamber. started his practiced speech. “This installations and the exhibits. The “Now kids, we should proceed one is the perfect schoolboy. guide was more than happy to fuel with caution. These humans are He is a gentleman on and off their curiosity. “So children, you known to be irritable if offended. the sports field. He shows his are about to witness common yet So the first one on your left is passion and aggression with a amusing specimens. Their species quite a common one. This one ball at his feet and a pen in his is a fascinating yet a twisted one.
    [Show full text]
  • Social Aesthetics and the Doon School [11/05] Social Landscapes There Are Moments When the Social World Seems More Evident I
    Social Aesthetics and The Doon School [11/05] Social Landscapes There are moments when the social world seems more evident in an object or a gesture than in the whole concatenation of our beliefs and institutions. Through our senses we measure the qualities of our surroundings—the tempo of life, the dominant patterns of color, texture, movement, and behavior—and these coalesce to make the world familiar or strange. In the 1920s Ruth Benedict suggested that the aesthetic sensibility was an important component in the cultural “configuration” of societies, although her schema of cultural types soon seemed overly reductive to most scholars.1 Recently, social scientists have increasingly drawn attention to the senses and to how responses to sensory experience may be culturally constructed and specific.2 Attention has also been given to indigenous aesthetic systems, including, but also extending beyond, artistic activities.3 Some writers have analyzed the forms and “poetics” of social performance, both public and private.4 Others have described how the emotions and social interactions of individuals may be closely associated with a society’s aesthetic principles and concepts of bodily harmony.5 The emergence of these studies points to a desire to remedy certain apparent omissions in anthropological description, often concerning subjects such as art, ritual, and religion about which a good deal has already been written. It also suggests that new methods may be needed to explore these interests, or at least new applications of existing methods.
    [Show full text]
  • Codes and Policies the Doon School 2009 Contents
    Codes and Policies The Doon School 2009 Contents Foreword.......................................3 Money and Expensive Personal Items ...25 1. The Objects of Education...............5 Outings/Visits .......................................26 Out of Bounds ......................................27 2. An Extract from the Doon Pets.......................................................27 School Vision Statement 2002 .......5 Pornography .........................................27 3. An Extract from A.E. Foot’s Punishment Book..................................27 Speech at the Official Opening Red Card ..............................................28 of the School ................................6 Searches ...............................................28 4. Essays by A.E. Foot ........................7 Senior Rooms .......................................28 5. The School Code .........................16 Sexual Relations ...................................28 Social and Community Service .............28 6. Tenets and Norms .......................17 Sports ...................................................29 7. Basic Rules and Policies ..............18 Suspension, Withdrawal, Expulsion ......29 Absence from Campus..........................18 Swimming ............................................29 Absence from Classes ...........................18 Tattoos..................................................29 Absence from House ............................18 Telephone Calls....................................29 Absent/Late at the Beginning of the Tuck
    [Show full text]
  • Established 1935 Our Mission
    The Doon School Established 1935 Our Mission “To attract and develop exceptional boys and teachers from all backgrounds to serve a meritocratic India; inspire them to be just and ethical citizens; train them to be wise and principled leaders; and prepare them to enter one of the strongest fraternities - for life.” Our Vision “Truly, we mean that the boys should leave The Doon School as members of an aristocracy, but it must be an aristocracy of service inspired by the ideals of unselfishness, not one of privilege, wealth or position.” Arthur E. Foot, Headmaster, speech at the official opening of the school October 27th, 1935 An Introduction • Founded by S. R. Das, educated at Manchester Grammar School in the UK. • A vision for an Indian Boarding School for boys to be patterned on the same high standards. • A beautiful 73 acre campus in Dehradun, at the Himalayan foothills. • A community of 540 boys and 75 teachers. Why choose The Doon School? Why choose The Doon School? The reputation? The brand? The placements? The legacy and tradition? The alumni network The results? The opportunity? Why choose The Doon School? Education World: India's #1 boys boarding school & India’s top school. Education Today: India’s Best School. The Doon School is also ranked # 1 in India across all boarding schools) for: academic reputation community service Internationalism leadership/management safety & hygiene pastoral (parental) care teacher welfare & development What are we educating for? What are we educating for? What are we educating for? The Doon School Curriculum A full boarding school with a broad based curriculum including academics, sports, arts, music, social service and activities.
    [Show full text]
  • The Doon School (India)
    THE DOON SCHOOL (INDIA) Making a positive impact on teacher training and development by comprehensively capturing and sharing lessons from The Doon School, with a remote coach based in the United Kingdom WWW.ONVULEARNING.COM THE DOON SCHOOL (INDIA) BACKGROUND The Doon School is a boarding school for boys aged 12-18 in Dehradun, India. Established in 1935, The Doon School is one of the country’s preeminent schools, THE DOON SCHOOL, INDIA with a strong intellectual heartbeat and a proven track record in producing OBJECTIVE outstanding leaders in all walks of life, Improve teacher training which has earned The Doon School and its alumni a worldwide reputation for SOLUTION excellence. Lessonvu and remote coaching OUTCOME The teachers felt that the combination OBJECTIVE of the Lessonvu system and coaching In September 2018, the ONVU Learning had positive impact on their learning team started working with teachers from environment. The Doon School to improve teacher training through the use of the latest in video technology for lesson observation, the Lessonvu solution, and remote coaching. With a mission to attract and develop exceptional boys and teachers from all backgrounds, The Doon School places high value on the quality and ONVULEARNING.COM 2 ongoing development of its teaching. coaching, anything from working across time zones to working with school Headmaster Matthew Raggett was keen networks, to linguistic and cultural to understand whether the Lessonvu differences. However, the most important solution and video footage could provide consideration is to build trust. the opportunity for teachers to review their own lessons and if remote coaching Two volunteers from The Doon with an ONVU Learning consultant, School were excited to be involved - based in the United Kingdom, could cut Mr Manu Mehrotra, a Maths teacher across cultural differences to bring about and his colleague, Mr Gyaneshwaran professional growth for his teachers.
    [Show full text]