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Dr P C Thomas (Founder Volume : XLIII 2019 - 2020 www.gsis.ac.in Dr P C Thomas (Founder - Principal of GSIS) October 15, 1943 - June 16, 2020 GOOD SHEPHERD FINISHING SCHOOL LOCATED AT THE GOOD SHEPHERD GARDENS E-mail: [email protected] Web: www.gsfs.ac.in THE SHEPHERDIAN [2019 – 2020] Good Shepherd International School Good Shepherd Knowledge Village, Palada P.O., Ootacamund - 643 004, Tamil Nadu, India Phone: 91- 423 - 2550371 (30 lines) Fax: 91- 423-2550386 E-mail: [email protected] Web: http://www.gsis.ac.in GOOD SHEPHERD INTERNATIONAL SCHOOL VISION STATEMENT Community Life at GSIS means: Good Shepherd International School, in its pursuit of a holistic • staff and students living in a multi-cultural ambience / education, envisages inspiring and fostering a community of context caring, progressive, lifelong learners to embrace and celebrate • having a sense of being in a ‘family’ all Creation. • developing a sense of belonging and togetherness in all we do MISSION STATEMENT AND DESCRIPTORS • allowing for personal space within a structured environment Good Shepherd International School endeavours to prepare • experiencing the joy / art of living – joie de vivre each student for academic, social and personal success by Empowered Learners at GSIS: creating a community of empowered and diverse learners • take responsibility and are accountable for their learning striving to be globally-minded citizens in an atmosphere of • value and enjoy the process of learning as much as the mutual respect, understanding and trust. outcome GSIS is an International School by: • share and transmit knowledge • maintaining a global perspective in an Asian context wherein • develop initiative and leadership skills it is situated Diverse Learners at GSIS: • embracing a diversity of cultures represented by its staff and • acquire holistic learning and development through a wide students variety of academic / extra-curricular activities • being sensitive and accepting of all cultures • have varied curricular options to choose from, catering to • upholding a secular perspective within the School their diverse needs and backgrounds community • are recognized and accepted for their multiple ability levels • offering national and international curriculums and learning styles Academic Success at GSIS is: • learn from each other in the diverse community they live in, • acquisition of academic skills learn and work in • training to apply knowledge to real-life situations Globally-minded Citizens at GSIS: • provision of qualified staff to ensure quality education • value the human spirit beyond the constraints of cultural • being in a residential set-up that facilitates holistic academic boundaries growth and development • develop awareness and sensitivity to global issues • benchmarked results and learning outcomes on global encompassing all aspects of life standards • understand the impact of their thoughts and actions on the • entry into leading colleges / universities in the country and world at large worldwide • think globally and act locally Social Success at GSIS is: Mutual Respect at GSIS means: • development of a strong identity and self worth; ability to • upholding the sanctity of teacher-student roles relate, connect and communicate effectively with others • appreciating and accepting individuality and diversity • cultural sensitivity and acceptance • safeguarding and promoting the values and ethos of the • valuing justice and fairness in social living institution • being service-oriented unconditionally • preserving and maintaining the environment we live and • having an acceptable level of decorum work in Personal Success at GSIS is: Understanding and Trust at GSIS means: • being a lifelong learner equipped with a keen spirit of inquiry • Truth / Trust / Triumph (our school motto) • developing a value-based and ethical outlook on life • caring for individual needs even as we live in the community • imbibing cognitive and behavioral skills to take on the world • belief in the goodness of the individual and the human race • acquiring a sense of purpose and being goal-oriented • developing empathy and rapport amongst members of the • possessing a sense of equanimity and ability to balance community reason and emotion • being active listeners and critical thinkers before being • having acceptable standards of deportment judgemental • having a spiritual-rootedness within a secular context 2 | THE SHEPHERDIAN THE SHEPHERDIAN | 3 OBJECTIVES 1. VALUE EDUCATION : To create a climate that encourages freedom of thought while inculcating the savor of self-discipline, punctuality, fair play and industry. 2. HOME AWAY FROM HOME : To actualize a ‘home away from home’ atmosphere where a right proportion of care and control is administered catering to the emotional and intellectual needs of a child. 3. ACADEMIC EXCELLENCE : To nurture heuristic, lifelong learners and who excel in conventional academic demands; explore and discover the interconnectivity of disciplines and grow into active generators of knowledge. 4. CO-CURRICULAR ACTIVITIES : To ensure that ALL students gain experience, and appreciate ALL the creative and performing arts thereby promoting the acquisition of team spirit and development of individual skills needed for a holistic growth. 5. TEACHING STRATEGY : To practise tailored teaching strategies incorporating the latest technology to facilitate the diverse learning styles and intelligence quotients of the student. 6. COMMUNITY SERVICE : To disseminate awareness of environmental concerns and humanitarian issues and kindle a sense of responsibility towards the amelioration of the needy by working with charitable organizations. 7. TECHNOLOGY : To allow opportunities for a guided, constructive and age-appropriate use of technology and other resources within and throughout the academic programme. 8. INDIVIDUAL ATTENTION : To discover the latent potential in each child through individual attention and providing them with opportunities to hone their full potential. 9. COUNSELLING : To monitor a complementary growth of social, cognitive and spiritual facets of a child and aid in making life fulfilling career choices. 10. MULTICULTURAL : To foster respect for and tolerance of other cultures and creeds by creating a multicultural and secular ambience. 11. TO GROW FROM STRENGTH TO STRENGTH : To conduct periodic review of all programmes and procedures to ensure consistency and continuous improvement in line with the ideals espoused in the Mission Statement and the Motto of the school. INTERNATIONALISM GSIS fosters an ethically and culturally diverse learning environment wherein students transcend barriers through communication and mutual understanding which inspires them not only to become courageous leaders but also responsible citizens in the service of local and global communities. 2 | THE SHEPHERDIAN THE SHEPHERDIAN | 3 THE SHEPHERDIAN 2020 From the Editors’ Desk... The education imbibed by a student has long-reaching transformational impacts on their careers. Whatever niche they carve in our highly evolving, knowledge-based, technologically infused job economy, they need to possess a robust bank of skills, dispositions and subject matter that will help them sail through the labyrinthine interviews, group discussions and scenario-based tests. We are preparing our students for jobs that do not yet exist but we need to encourage them to be heuristic learners. How do we effectively pontificate on our education system to ensure that students are well equipped for the future? It is the teacher’s role and the students’ onus to create/undergo certain classroom experiences that will galvanize their critical thinking skills and train them to engage in design-oriented thinking. What is also paramount is that the curriculum encompasses a cornucopia of subjects i.e. musical education to sports education, home science to academic sciences. The Reggio-Emilia philosophy states that there are many ways children explore their worlds and express themselves. They use art, physicality, relationships and different avenues. Now international schools are nodal in promoting a range of subjects from class I to class 12. These schools have excellent infrastructure facilities to provide theatre education, arts education and outdoor activities that optimize the innate abilities of the student. Interschool and intra-school competitions in debate, dramatics, sports and quiz are a stepping stone for students to test their mettle against their peers in a controlled environment. There is a system of rewards for those of meritorious caliber and words of appreciation for the participants. Let us not forget about the day-to-day problems faced by students who face poverty, civil war, ecological disasters, bullying, personal disenfranchisement, long-term illness and those unforeseen conditions that are yet to be encountered by the teaching fraternity. How do we help them? Simple strategies can help foster grit and perseverance in them. Time management, self-talk, writing exercises, apposite note-taking skills, simple drawings, positive interventions that align with critical phases in their education, adequate nutrition and recess can stymie long term effects of trauma in the learner. From a psychological standpoint, it stands to ground that a student who understands where his education will lead him and takes ownership of his learning will feel more anchored to the system. Ad meliora. 4 | THE SHEPHERDIAN THE SHEPHERDIAN | 5 Founder-Principal of GSIS Dr P C Thomas passes away “Sadly missed along life’s way…
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