The Social Emotional Learning (SEL)-based Harsh Johar curriculum, spearheaded by the Jharkhand Education Department, has proven to be a remarkable initiative. As I actively engage with young people through SEL sessions, I have witnessed numerous positive transformations in them. Particularly noteworthy is the development of a Growth Mindset, when they believe that abilities and talents can be developed through constant efforts and focus on the positive narratives to achieve anything.
My biggest take away from the SEL based training that I received at the Jharkhand Council of Educational Research & Training (JCERT), Ranchi is practicing and regular implementation of the Mindfulness activity. This has helped me gather focus and attention of my students along with reducing stress, emotional regulation, enhancing social and emotional skills and creative visualisation in students.
In Class 11th and 12th, I used to begin my classes by immediately diving into the topic and relying solely on the textbook for instruction. However, I observed that not all students were able to maintain their focus throughout the entire class period. Many students would become disengaged or bored over time, making it challenging to regain their attention once lost. This hindered the effectiveness of my teaching approach. Following the Harsh Johar principles and practice, I facilitated reflective exercises to gather insights from my students. I developed a series of mindfulness activities tailored to various topics such as drainage systems, Indian vegetation, and climate. These activities are designed to actively involve students in the learning process, fostering deeper engagement and understanding of the subject matter. At the beginning of each class session, I guide every student to close their eyes and engage in a 10-minute mindfulness exercise related to the planned lesson. Following this, I transition into the lesson content, prompting students with reflective questions related to the subject matter we’re about to delve into.
Through these activities, I seamlessly integrated key SEL themes such as critical thinking, growth mindset, and emotional resilience into our lessons, utilising techniques like mindfulness, storytelling and creative expression. I have been surprised and delighted to witness the remarkable creativity of my students as they share their thoughts and reflections. Their ability to think innovatively and approach challenges with resilience is a clear indicator of their developing growth mindset.
I wonder if I was not introduced to this approach, I would not have got the opportunity to explore my creativity to this extent. Earlier, I always expected my students to listen me throughout the class and understand the subject in my way, but I hardly tried to listen to them and understand their needs. Since implementing this approach, I’ve noticed a significant shift in student engagement and participation. Students show genuine interest and curiosity, actively engaging in class discussions and posing insightful questions. Personally, I feel more supported and energised while teaching, knowing that my students are fully immersed in the learning process. Even students who were previously reserved, now eagerly participate with their unique ideas and confidence.
I firmly believe that the pedagogies advocated by Harsh Johar, extend beyond social and emotional learning, proving highly beneficial in academic settings as well. By integrating these approaches into our regular classroom instruction, we can cultivate a heightened sense of focus and creativity among our students, enhancing their overall academic experience. Moving forward, I am committed to sharing these insights and strategies with fellow educators, fostering a broader mindset shift within our school community. Together, we can continue to empower and inspire our students to reach their full potential, both academically and personally.
About the Author:
Md. Muddasar Sultan, Teacher, District Chief Minister School of Excellence, Dumka holds a Master’s degree in Geography. He has been teaching higher secondary level Geography for 12 years and is deeply passionate about working with children. He received SEL teacher training, facilitated by Dream a Dream, in coordination with Jharkhand Education Project Council (JEPC) under the Project Sampoorna Consortium.
Nazia Perween, Associate Manager – System Demonstration, Dream a Dream has worked with Mudassar Sir to write this article.