– An Article by Shital and Shubham
“सर्वांगीण विकासासाठी शिक्षक मोहिमांमध्ये SEL समाकलित करणे” – हा ब्लॉग मराठी मध्ये वाचण्यासाठी, येथे क्लिक करा। (to be updated)
In the bustling city of Mumbai, the intersection of diversity and dynamism, Apni Shala Foundation is working towards the vision with unwavering commitment to nurture the emotional well-being of young people in a challenging and robust ecosystem. Aimed at holistic development, Apni Shala through Social-emotional Learning (SEL) not only touches the lives of students but also recognizes the role of teachers in this transformation. In this article we aim to explore the work done by Apni Shala, specifically through Educators’ campaigns – an initiative for working with educators – to integrate Social-Emotional Learning into the education system.
Educators’ Voice
– Parshuram Pawar, Nehru Nagar English School
“I have seen facilitators from Apni Shala visiting our school over the years. The kids always tell me how much they enjoy the sessions, and they affectionately call you ‘games khilane wale bhaiya didi’. I observe that they always get so excited when they see you arrive, or even when you’re just passing by in the corridor, they eagerly start greeting you and waving.
As a teacher, it warms my heart to see that you are introducing them to teachings beyond the confines of textbooks. Even we, as adults, often struggle to comprehend our emotions due to the lack of context and education we received during our time. It’s truly heartwarming to witness you bring SEL to the kids in such creative and engaging ways. This kind of activity based life skills education can have an impact not just on their academic growth but also on their emotional development, and for that, we are grateful.”
At the outset of a new school year, we entered classrooms equipped with a trove of SEL activities for our students. Simultaneously, we started planning Educator Campaigns. Throughout the school year, a central tenet of our Educator Campaign involves creating specialised spaces for regular meetings.
These meetings serve a vital purpose: to promote recognition of SEL and its impact on both the well-being of students and the well-being of educators themselves. As we prepared to facilitate each Educator Campaign meeting, we got to hear about diverse stories, sharings and insights from . This led us to believe that our approach to campaigning for educators is a practice worth sharing with a wider audience.
Facilitator’s Voice
– Sakshi Kamble, an SEL facilitator
“It was one of my first meetings with teachers as part of the Educator Campaign. As we progressed into the meeting, I felt the energy was quite low. The teachers were tired after a long day at school and were not very involved in the introductions and the first activity we planned for them. However, about 2-3 minutes later, something piqued their interest. By this time we have started the second activity. This activity was an art one where we asked them to draw trees and label some of the emotions that visited them often. We found that the teachers each drew their own ‘emotion tree’ with words like happy, angry, frustrated, joy and energised as they came to mind.
Their interest increased further when in the second half of the activity we asked them to draw tree roots and write about experiences that came to mind while thinking about the emotions they had already written and creating their own meaning. By the end, we were all in a space where we could listen and share our thoughts.”
Apni Shala’s work in the Student Ecosystem
We, at Apni Shala Foundation, envision a world where every child receives comprehensive social-emotional education to lead a fulfilling life. Focusing on public schools in Mumbai, Apni Shala promotes emotional and social well-being among students through programs and activities. Our goal is to create an ecosystem where students thrive academically and emotionally. We believe that social and emotional skills, including self-awareness, self-regulation, empathy and communication, are critical to a child’s development. Our dedicated team of facilitators and teachers work to create safe and inclusive spaces in schools and offer year-round programs, workshops and events that develop these skills.
Educators’ Voice
– Rakhi Shirke, Kajupada Mumbai Public SchoolPS
“We’ve had the pleasure of being in partnership with Apni Shala for quite a few years now. It’s worth noting that while we collaborate with a number of organisations, Apni Shala stands out as unique. What sets you apart is your comprehensive approach – not only do you work with students, but you also extend your support to teachers and parents. This holistic approach truly reflects your commitment to the development and well-being of the children under your care, as well as your willingness to engage with all stakeholders.
Through our ongoing meetings and interactions, I’ve gained a deeper understanding of the profound impact your SEL programs have on students. It’s crucial for nurturing not just academic growth, but also the overall development of the young minds you serve. Your willingness to involve teachers and parents in this journey underscores the importance you place on creating a well-rounded experience.”
Educators’ Campaign: Empowering Changemakers
While Apni Shala’s work directly impacts students, the organisation also recognizes the important role that teachers play in a child’s development. This recognition led to the creation of the Educator Campaign, a unique initiative aimed at promoting, teaching and spreading SEL awareness among teachers and school staff. Educator Campaign is a holistic practice designed to empower teachers with the knowledge, tools, and wisdom needed to create the right environment for SEL to flourish.
Our Educator’s Engagement Meeting is the core of the Educators Campaign. These meetings bring together teachers, school staff and Apni Shala facilitators to develop a sense of community and common goals. It serves as a platform for open discussion, sharing of best practices, and a reflective space for educators. During these sessions, teachers are encouraged to reflect on feelings and challenges they experience, helping them gain a deeper understanding of SEL competencies. This self-awareness is an important step in taking SEL to the students.
I am really impressed with Apnishala’s work. It’s amazing to see like minded people come together and build such an amazing platform. When I observed the students engaging with people from Apnishala, I noticed that they were not only having fun, but also really learning about their emotions. I believe that a key part of this success is the compassion that Apnishala brings to the classroom. You can see that they prioritise their education while gaining the students’ trust. This aspect of confidence building is very important because it allows students to engage more deeply and openly with the content and learn from it. Apnishala has truly found a way to make emotional learning a fun and meaningful experience for the students.
– Vanita Mane, Mahul Marathi Municipal School
Our role in the Educator’s Campaign includes careful planning and coordination of the campaign. This includes scheduling Educator Engagement Meetings, designing comprehensive plans for these meetings, and ensuring the purchase of necessary resources and materials for the campaign. In addition, an important part of our role is to promote awareness and stimulate interest in SEL through the creation of informative posters and related materials.
Facilitators’ Voice
– Shital Palve, an SEL facilitator
“After the educator engagement meeting, one teacher spoke to me and talked about their feelings. They also asked for advice on how to manage their emotions and how to make decisions. They told me that they liked it when I asked them about their feelings and problems at the educators’ campaign meetings because it made them feel supported. But they felt uncomfortable talking about their feelings in front of everyone. They thought the information provided was helpful and encouraged everyone to talk, share and deal with their emotions.”
Educators’ Voice
– Rachana Salunke, Shivsrushti MPS
” There is a growing need for more spaces where we can engage in discussions and acquire knowledge about topics such as mindfulness and SEL. We have a lot on our plates, from managing students and dealing with parents to handling household chores. We, too, navigate a wide range of emotions throughout the day. If you continue these activities with us, we will participate and commit time.”
In the course of running the Educators Campaign, we have gained valuable insights into the art of facilitation itself and the ecosystem that we are working in. Our interactions provided a window into teachers’ fascinating perspectives on the educational ecosystem. As facilitators, we strive to tailor our approach to suit different age groups, professions and unique sensibilities. In addition, we actively cultivate an environment that fosters mutual support and collaboration, which in turn has deepened our understanding of SEL.
As we navigated this journey, we encountered several challenges that we identified and actively sought to address. The most prominent problem is the limited availability of teachers’ time due to their demanding schedules and heavy workloads. To alleviate this problem, we maintain a flexible meeting format that accommodates and respects the individual challenges and needs of teachers. We also introduced one-on-one sessions to accommodate their schedules. In cases where direct collaboration with the educator in the school is not feasible, we extend our reach to social media and share SEL-related resources for them to access as needed. Alternatively, we also keep online meetings wherever it is possible.
Educators’ Voice
– Amol Pareek, Nehru Nagar English
“At first when I met you (facilitators) I was not very curious about what it is that you are trying to teach the kids. However, as time passed, I noticed that you frequently engage in activities like dance, crafts, and other interactive exercises, and it became evident that the children derived immense enjoyment from these experiences. I distinctly recall one particular session when you were reading a story to the kids, and it revolved around village farmers and seeds. Given my own background originating from a village community, this narrative immediately captured my attention.
Every now and then, I try to sit in the classroom during your sessions. It is truly heartening to witness your dedication in bringing forth such engaging and enriching activities for the children.”
Furthermore, one of the most challenging aspects of the Educator Campaign is fostering a comfort level among teachers to engage in conversations about their emotions or actively engage in activities, specially at the beginning of the Educators’ Campaign. To overcome this obstacle, we have taken a step-by-step approach, slowly building rapport with the educators over the course of the year, carefully planning meetings to create comfortable spaces for teacher engagement. We emphasise that it is perfectly acceptable to participate only to the extent that they feel comfortable, reinforcing the norm that self-pacing is encouraged and respected.
Incorporating SEL into Daily Practice
Educators Campaign strives towards successful integration of SEL into the daily work of teachers. Through ongoing support and guidance, teachers learn to incorporate SEL principles into their curriculum and make them an integral part of the learning journey or atleast have a SEL informed approach, understanding of theirs and the wellbeing of others. SEL is not specific to the curriculum, but could be woven into the fabric of the classroom experience. Increased classroom dynamics, student engagement, and deeper relationships with their students are some of the possibilities. Ultimately, the aim of these educators’ engagement meetings is for SEL to reflect in the school ecosystem in all possible ways.
Facilitator’s Voice
– Shahbaan Shah, an SEL facilitator
“One day, when I was finishing my session, a teacher from the class came up to me. She handed me a stack of report cards and asked me to review the comments she had written. Among the notes I found phrases like ‘You are very kind,’ ‘Your compassion shines through – keep it up!’ “Your consistent display of care is remarkable” and “Your empathetic nature is truly admirable.” As I continued to examine more report cards, the teacher shared, ‘I tried to approach the notes differently this time.’ A feeling of joy washed over me.”
Authors’ Bio:
Shital Palve is a Program Coordinator at Apni Shala. She is associated with 4 BMC schools and delivers SEL in 12 classrooms. She has done a Masters in Social Work and has been working in the child development field for several years now.
Shubham Rolaniya is a part of the Apni Shala fellowship program 2023-24. He facilitates SEL in 12 classrooms across 2 MCGM schools and simultaneously works with stakeholders (Educators and Caregivers) towards fostering an SEL informed and compassionate ecosystem. He has done BA in History and Philosophy, from KJ Somaiya College of Arts and Commerce. He likes to read, cook and watch cinema.
Acknowledgements:
We are very grateful to Apni Shala for providing us with a platform to step back, reflect on our experiences and share our stories with a wider audience. This opportunity is truly valuable. We are very grateful to all the teachers whose stories and insights inspired this article. Special thanks to Shahbaan for your continuous support, invaluable advice and guidance throughout the review process. Your contributions have helped shape this work. We also want to express our gratitude to all the people who generously share their thoughts, stories and experiences, enriching our articles. Your participation has greatly contributed to the success of this project.
Apni Shala Foundation 