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Children’s Day Celebration

The 130th birth anniversary of Pandit Jawaharlal Nehru was celebrated in the morning assembly.
Programmes were conducted to renew our commitment to the welfare of children and teach them to live by their Chacha Nehru’s standards and examples.

After the prayer, pledge and other regular assembly activities, the celebration started with a small skit by III & IV section students. The skit depicted a simple life incident of Chacha Nehru during his childhood.
The participants were Arnav Santhosh of IV Ruby, Nandana.S of III Coral and Adwaith.P of III Ruby.
Chacha Nehru’s great love for roses is a well known fact. A mime was performed by the students of Std.IX from VIII-X section to make us aware of the reason for Chacha Nehru keeping a red rose. 
To add colour to the programme, a short dance was performed at the end by the students of Std.VI from V-VII Section. 
“Children are like buds in a garden and should be carefully and lovingly nurtured as they are the future of the nation and citizens of tomorrow.” Only through right education can be a better order of society to be built up.

In-charge teacher : Mrs.Saritha .R

Fitness Week Celebration

Fitness Week was celebrated in the school from 08.11.2019 to 15.11.2019 by organizing different activities, competitions and programs. On the first day, yoga was practiced during the morning assembly under the guidance of Mr. Sanjeev Gopalakrishnan and a talk show was conducted with Dr. Anjali.S.Pillai being the master speaker.  Some tips for keeping good health and hygiene, activities for fitness and nutrition were shared.  On the second day, Monday, free hand exercise was done during the assembly instructed by Mr. Sajikumar.S, the Physical Education Instructor.  A debate was also conducted on this day by the students of Std. VII and VIII, moderated by Mr. Pavumba Manoj.

On day.3, fitness assessment of the students of Std. III-X was done under the supervision of the Section In-charges concerned.  A Poster making competition was also conducted on this day for the students of Std. III-X on the topic ‘Fit Body, Fit Mind, Fit Environment.’

Physical activities were conducted on the fourth day, Wednesday.  The students of Std.V-VII participated in aerobics, and those of classes VIII-X participated in gardening.

An Essay Writing Competition was conducted for the students of Std. V-X on the topic ‘Fit India School.’

On day.5, a Quiz Competition was conducted on sports for Std. VII and VIII, moderated by Mr. Unnikuttan O.S and Ms. Josiya, the Physical Education Instructors.

On the last day, indigenous games were conducted for the students of Std. V-X.  The students actively participated in games like Gilli Danda and Poshampa.


Gandhi Jayanthi Celebration (Sevana Dinam)

“Work is worship, dedication is prayer”. Inspired  by these words of Mahatma, the father of our nation, Gayathri Central School celebrated Gandhi Jayanthi on Tuesday, the 2nd of October 2019, along with the other thousands of schools in the country expressing our deepest love and respect to Bapuji and also declaring our solidarity to and belief in the ideologies and philosophies that he has put forward and the path he has shown us to walk on.
The day was pleasant and beautiful for Gayathri   with the honourable presence of  Dr.P.Vinod, Professor at N.S.S. College, Pandalam being the Chief Guest of the day.
The school is grateful to Dr. P. Vinod for his kind and gracious acceptance of our invitation even at the last moment, as Mrs.Sujatha, the DEO, Mavelikara, who had earlier been reserved for the day met with some unexpected inconvenience.
The programmes officially began  at 09:30 am with the morning school assembly with the students of section VIII – X and the teachers of the school. After the morning prayer by the school choir, Dhruv Sujith of IV Ruby, recited the pledge. The school expressed its deepest condolences and offered flowers of  mourning to the brothers and sisters of Kerala, who were killed by flood , which was followed by a silent prayer. Kumari Serah Grace Mathews of VI Ruby rendered the Gandhi Jayanthi message. The school expressed its most sincere tribute to Bapuji by offering flowers at his feet. After  payasam  distribution the assembly was dispersed  for   cleaning the school and its premises at 09.30am.
The class rooms , corridors, toilets and the ground were cleaned by the students, the teachers and the non- teaching staff .‘Snehabhojanam’ the distribution of ‘puzhukku’ which had been prepared by the teachers was started at 12.00 noon. Puzhukku was prepared for 600 people, the constituents being Dioscorea Alata (25kg), Colocasia (25kg), Elephant foot  yam- (25kg), coco yam (25kg) and tapioca (125 kg) along with 13 varieties of chutneys.  The students and teachers enjoyed ‘ Puzhukku’ and medicated coffee (using spices) to their heart’s content. A smile of happiness, a glimpse of novelty and a shade of unity were seen on every face.
The afternoon session started at 01.30pm with a Welcome Speech by Kumari Jyothichandana J.S  of VIII Ruby. The programme began with a Patriotic Song by the school  choir which was followed by a Patriotic Dance staged  by the students of Section.III&IV, a skit by the section V – VII and a Mime by Section VIII – X. The programme ended with Vote of Thanks by Nandana Renjith of X Ruby and the gathering was dispersed after the National Anthem.

Capacity Building Programme (CBP)

1. Capacity Building Programme (CBP) is a teacher training programme organised by CBSE which encourage teachers to develop their own set of skills and use them to prepare the youth to the challenges effectively.
An interactive two day Capacity Building Workshop was conducted by CBSE in our school on 20th and 21st September 2019.  Mrs.Indu Dutt, Principal, SDV English MHS School, Alappuzha and Mrs.Elizbeth Lina Vinod, Counsellor, Rajagiri Public School, Kalamassery, Ernakulam were the Resource Persons during the programme.  Around 34 teachers, including Mrs.Keethu Philip, Mrs.Salini and myself from our school, participated in the programme.  The programme was based on ‘Inclusion and Inclusive Strategies.’
On the first day of the program, teachers were introduced to the topic which aims to embrace all students irrespective of race, gender, disability, medical or other need and the teaching approaches that address the needs of students with a variety of backgrounds and abilities. The strategies which contribute to an overall inclusive learning environment to make the students feel equally valued were discussed through group activities like role play, poem etc.  Rights of persons with disability (RPWD) Act 2016 and the disabilities defined in it were brought into notice.
On the second day, teachers presented different disabilities, defined under the RPWD Act 2016, like Cerebral Palsy, Visual Impairment, Hearing Impairment, Blood disorders - Hemophilia, Thalassemia, Sickle Cell disease etc.  The signs and  symptoms, inclusion and inclusive strategies of the different disabilities were discussed through group activity.  Lesson plans on different topics were prepared with inclusive strategies, keeping in mind the needs and requirements of each and every student in an inclusive class room.  The programme ended with the distribution of the certificates to the teachers.
The two day workshop was a different experience for the teachers, as it would help to enhance their skills in a different class room environment giving importance to the inclusion and inclusive strategies.

2. Capacity Building is the process through which individuals, organizations and societies obtain, strengthen  and maintain the capabilities to set and achieve their own development objectives over time.
The Capacity Building Programme was conducted by the CBSE on “Inclusion and Inclusive Strategies.’  The programme was conducted on 20th and 21st September 2019 and the venue was Gayathri Central School.  Around 34 teachers from different schools participated in this.  The resource persons of this programme were Mrs.Indu Dutt (Principal, SDV English MHS School, Alappuzha) and Mrs.Elizabeth Lina Vinod (Counsellor, Rajagiri Public School).
The first session of the programme started with the introduction of teachers.  After that we were divided into 6 groups.  Our group name was Lotus.  Then they gave some activities to do.  First activity was the rating of statements related to inclusive education.  Two persons from each group responded to the statements.  The second activity was also a questionnaire which is designed to know the awareness level in the area of disability.
After the activity the resource persons discussed about the terms Exclusion, segregation, integration and inclusion.  From the discussion we could understand the differences among these terms.  In exclusion a child with disability cannot enter a school. But in inclusion a person with a disability has the same rights, access and choices as everyone else in a community.
Next they discussed the orientation and mobility training through on activity.  They divided all of us into a group of two.  Then cover one person’s eyes with one ribbon and the other person guide him/her by only saying left, right and straight.  The person who couldn’t see had trust on her and followed her words.  Through the activity they state that children are like that and, they always trust their teachers and follow her words.
In the afternoon session they discussed about the difference among the terms impairment, disability and handicap.  She told that impairment is a loss or abnormality of psychological, physiological or anatomical structure or function.  Disability is any restriction or lack of ability to perform an activity.  Then  handicap is resulting from an impairment or a disability.  At the end of the first day they given a home assignment to us (ie) to collect data to make a chart presentation of any disability.  Our group chose mental illness as the topic.  
The second day’s class started at 09:00am.  The second day morning we made the chart includes the definition, characteristics, classification, sign and symptoms, possible strategies for inclusion and did the presentation.  All the group members supported during the presentation.  After the presentation the resource persons discussed about labelling and diagnosis.  They told that labelling means describing and diagnosis means identification.  Next they discussed about the importance of multi level lesson plan.
After the lunch break they told us to prepare one multi level lesson plan.  All the groups prepared one lesson plan and did the presentation.  At the end of this programme Leena M’am and Aashna M’am thanked the Resource Persons.
It was a motivational programme for teachers.  It gives awareness about inclusive education and inclusive strategies.

3. A Workshop on “Inclusive Strategies” was conducted by CBSE in our institution for the teachers, focussing on capacity building on the above mentioned topic.  The program was attended by teachers from various schools.  Mrs.Aashna Rajan (Chief Coordinator, Gayathri Central School), Mrs.Leena Shankar (Principal), Mrs.Remya Sudan, Mrs.Salini.G and Mrs.Keethu Raichel Philip attended the session.  The training programme started with self introduction and fun filled activity whereby the participants shared their prior knowledge related to the topic of the program and their expectations.
The focus of the workshop was the inclusion of the children with special needs in the class with other children.  The terms “Exclusion”, “Segregation”,
“Integrated Education” and “Inclusive Education” was discussed extensively and exhaustively.  To enable this integration it is very vital that the teacher is sensitized to the learning, social and physical needs of the student.
Learning/Knowledge acquired
The terms Impairment, Disability, Handicap was brought to the limelight and also discussion was held to understand the differences between the terms.  An interesting activity was conducted to sensitize the teachers to the feeling of insecurity and inhibition encountered by children with “special needs’ and the need to equip these children with the skills required in the main stream classes thereby making them feel safe, supported and included in  classrooms.  Case studies of students with special needs were discussed and a scene was enacted by a group of teachers showing a class with a restless child, strategies and techniques were discussed how to effectively deal with specific behaviours in class rooms.
One of the most important steps towards inclusion is sensitization of people (the peer group, teachers, parents or the child and the parents of other children).  Teachers through an activity prepared a list of professionals required in an inclusive schools. We also had a glance regarding the concession provided by the CBSE for children with disabilities such as
(i)    At the time of admission
        The guidelines for inclusive education of children with disabilities, mandate schools to ensure that no child with ‘special needs’ is denied admission into mainstream schooling.
2.    In the classrooms
(i)    Infrastructure
    The schools should modify the existing physical infrastructure and teaching methodologies to meet the needs of all children including the children with special needs.
(ii)    Special Educators
    All CBSE affiliated schools are to appoint special educators particularly to work with students with autism, mental retardation, cerebral palsy and specific learning disabilities.
(iii)    Aid (in the form of support person) attending classes
(iv)    Curriculum Concessions
During examinations
(i)    All students with disabilities recognized by the CBSE are permitted to use a scribe.
(ii)    Compensatory time
(iii)    Special provision for autistic children.
(iv)    Special provision for visually impaired candidates.
Following strategies for inclusion was discussed and stressed by the resource persons.
Teacher’s role in class room :  A teacher has a special role to play when trying to maximize the learning potentials of students with special needs.  The teacher facilitates learning by encouraging, prompting and by interacting.  The teacher have to create a welcoming environment and to provide students with ongoing opportunities to learn, share and engage them in class room activities.
Peer support :  Peer support is one of the most important ingredients in an inclusive class rooms.  Class teachers need to create buddy groups.  The group will have supporters that help the children with special needs.  Teachers must support and appreciate students who are willing to help.
Parents Support :  Parents need to accept the child the way he or she is.  Expectation need to be realistic and also they need to help the child to develop his/her skills and also help with the learning that happens.  The involvement of parents is very important and requires lots of patience.
Students with special needs must be free to learn at their own pace and have an alternative assessment strategies to meet their unique needs.
“If a child can’t learn the way we teach, may be we should teach the way they learn”.  These thoughtful words has made a spark on teachers to absorb the skills required for effectively dealing with students with ‘special needs.’
A famous quote goes like this, “One size does not fit all.’ What works for one may or may not work for another.  Nothing is certain.  Universal Design For Learning is an approach which is very helpful in management of individual differences present among the learners in an inclusive classroom.  This approach is based upon equity and non-discrimination in education.
‘Special needs’ children should be accepted with open arms, a broad mind and generous heart.

SPACE Report - Gayathri Central School

Empowerment Program for Parents organized by “Sincere Parenting And Child Education (SPACE) - an initiative of our District Legal Authority
The program started at about 10:30am. Welcome Speech was delivered by the Principal.  School Chairman Shaji sir, District Legal Authority Coordinator Mrs.Akkamma were present for the program.  District Sub Judge Shri.V.Udayakumar addressed the audience and started the empowerment class for the parents.
The key points discussed were
    How parents should become role models?
    How to deal with hyper active students?
    Parents should give their maximum attention in the growth of the child between the age of 3-10 years.
    Parents should devote some time exclusively for their children and make them feel that “you are always there for them.”
    Correction is needed for children when they commit mistakes.  It should be in the most convincing way and at the right time.
    Know to appreciate your kids for doing things in the right way rather than shouting at them when they do it otherwise.
The program was very useful and informative.  We thank Shri.V.Udayakumar,  Mrs.Akkamma and Mr.Harikumar for giving such an opportunity for our parents.  We also thank the District Legal Authority who took the initiative to organize Sincere Parenting and Child Education Program  in our school.  

International Girl Child Day

Since 2012, 11 October has been marked as the International Day of the Girl Child.  The day aims to highlight and address the needs and challenges that girls face, while promoting girls empowerment and the fulfillment of their human rights.
We need to upholds the equal rights, voices and influence of girls in our families, communities and nations.  Girls can be powerful agents of change and nothing should keep them from participating fully in all areas of life.
Our school celebrated this day on 11th October 2019 in our morning assembly.  There was a Hindi skit “Beti Bachao Beti Padao” (Save Girl Child, Educate Girl Child).  The main objective of the program was to create awareness among the children.
Lastly the speaker highlighted the achievements; the daughters of the country have obtained in various fields.