MIRA THE HAPPY SCHOOL

THOUGHT PROVOKING IDEAS

By : Mrs. Rekha Shah
Principal
Mira The Happy School,
Vadodara

Unfortunately, in India only a few Teachers and Principals have a human touch in running organizations says – Huta Raval

While we have made tremendous progress in all walks of life including high technology, the human side of our organizational life is becoming weaker everyday. A plethora of literature has been published on organizational behaviour but very few teachers and principals have the human touch in managing their organisations.
Hundreds of training programmes, seminars and workshops are organised every year on teaching –learning methodology, curriculum, evaluation, etc. and the knowledge of the people is multiplying but the will to act is missing. Unfortunately, this WILL cannot be created among the people unless they are motivated for it under the influence of values – certain norms of human relations. The failure of our management in creating a conducive work climate based on trust, participation, sense of belonging to the organisation, mutuality of interest, etc. is a major failure of the present times, more particularly in Indian organisations.
The Japanese have done exceedingly well in this area. One main reason for their rapid progress is the management’s concern for its people. Theories of motivation were propounded by American experts, but they have been practiced more by the Japanese than anyone else.

OUR UNDERSTANDING ABOUT HUMAN RELATIONS
Our behavioural science experts call it interpersonal relations and try to understand it in the context of cause and effect relationships; while the analytical approach is absolutely correct, acceptance of values of human relations is a matter of conviction and the philosophy of one’s life. Basically human relations is the result of an attitude towards the people which should express itself spontaneously and genuinely in our own interest as well as goodwill of the people. The strength of any society or working group is based on how well the different individuals with different abilities and different needs can co-operate without losing their say. There are two aspects of this relationship –
How do people interact among themselves?
How should they interact?
It is true that people behave with each their in the context of their perceived needs, yet the principal can create a climate where the positive and collaborative feelings of people could be stronger.
SOME MYTHS ABOUT HUMAN RELATIONSHIPS
Unfortunately, some people think that human relations means doing good things towards employees or others who are less privileged. There are others who think that being courteous means human relations but we should not forget that human relations is not the attitude of showing pity or courtesy for employees. People as human beings, deserve to be treated as human beings. Coming back to the earlier statement that any action that establishes relationship between people must be spontaneous and authentic and the criterion of authenticity here, is not so much the nature of action or words as the purpose behind it. The authenticity and spontaneity are not judged by what one does but what one is therefore essential to understand that human relations is NOT:
1. Diplomacy
2. An art of developing images.
3. Permitting the other person his own way.
4. A science along but more a matter of practice and therefore an art.
5. A matter of what one does but what one is and what his intentions are.
HURDLES IN HUMAN RELATIONS
When people work together, certain human obstacles naturally occur. Behavioural science experts call them “behavioural pollutants”. Understanding of the obstacles is a basic requirement for promoting human relations approaches.
These are :
there is a tendency to see everything from one’s own point of view. The behaviour of each individual will seem to be quite acceptable to that individual.
by nature we are selfish. All of us have animal instincts. Though education and social / organisational norms make us cultured, the tendency to show concern for our own interest continues to be with us.
unfortunately, we are forced to work in a situation where we have a feeling of uncertainty and also insecurity of computers, emails etc. create anxiety and our first reactions are not favourable. Changes are not always liked or welcomed.
our perception of the other sex and gradually increasing inter-mix also creates a set of problems: many of them arise due to personality conditioning or our traditional outlook.
Conflicts are likely to create frustration.
Individual’s stand in a group may be different than what he talks or accepts in his capacity as an individual.
It is for the above mentioned reasons that behavioural science experts have been trying to gain comprehension of the following dimensions of human behaviour:
How do people behave individually and collectively?
How is their behaviour influenced by their surroundings?
Why do people behave the way they do?
If these questions are understood in an analytical manner then certain conclusions can be drawn about our assumptions and approach for human relations and inter-personal relations.
TIPS FOR POSITIVE SCHOOL CLIMATE

(A) RESPECT FOR UNIQUENESS
A principal or supervisor has to develop an absolute respect for the person he comes in contact with. What right have we got as a departmental or section head to look down upon any employee? Many male executives discount the value of females in the office but they fail to understand that they are jeopardising the entire human relations pattern in this process. Similarly, we develop prejuidice against certain class or community which is harmful in promoting human relations.

(B) DIGNITY
The acceptance of dignity is a cornerstone of human relations. The negative attitude of employees to a certain extent could be traced in the attitude of denying them the dignity they deserve as individuals.

(C) ACCEPTANCE OF THE TOTAL PERSON
An employee is not an operator for six hours but he is a human being who is the product of his / her sixteen hours of life which very often we do not keep in view. Alvin Toffler in his famous book, FUTURE SHOCK has observed, “We have applied the modular principle to human relationships. We have created the disposable – Modular Man”. But the workers come in complete packages. We cannot hire someone’s energy and dispense with his headache. So let us look at out subordinates in their total context and total future.

(D) BALANCE
It is essential to balance the individual and organizational needs and this task is to be performed by each principal and supervisor more effectively. It is a difficult task but is a must for promoting the commitment of the people in an organisation. The supervisors and principal in the long run will have to depend on striking the right balance between individual and organisational needs. Our style of supervision should ensure that employees develop certain positive feelings in due course so that their performance is better. These feelings could be as given below :

1. that work is the instrument to fulfill our needs.
2. that work is a source of establishing our identity.
3. that we will get the required guidance, freedom and support.
4. that barriers to achievement of goals can be removed with the support of leaders.
5. that achievement of goals brings rewards from others and a sense of achievement.
6. that we will be trained if necessary.
7. that the organisation will provide opportunity for growth.
8. that one’s contribution is dependent on the support of the organisation and personal efforts also.'

FORMATION OF SCHOOL CLIMATE COMMITTE
Identify few creative team of Teachers who also posses some leadership qualities. Allot them some duties of welcoming, thankyou, appreciation, birthday celebration, aesthetic appearance, etc. Regularly take report from them and also give feedback. Emphasis the importance of healthy staff room environment. Identify the weak link and plan out the strategy. School climate is an ongoing observation and concern for developing human relationship.
ESSENTIALS FOR ACHIEVEMENT
An individual alone cannot achieve results and he or she needs an organisation to work with. However, the involvement of people in determining goals and approaches brings a high degree of commitment and dedication. Recognition and feedback of performance bring further motivation. Leadership, organisational climate, communication pattern, equity of treatment and opportunity and senior’s support are positive reinforcements for promoting commitment for the task and the organisation.
REFERENCE :
Leadership for Institution Building in Education By Marmar Mukhopadhyay
Secrets of Relationships Talks by H.H. Sri Sri Ravi Shankar
The Craft of the Classroom by Michael Marland
Develop Better Teacher-pupil Relationships in your Classroom by Roger Smith

BIO - DATA

Name	:	Rekha Shah
Birth-Date	:	27^th May 1961
Birth-Place	:	Guwahati, Assam
Religion	:	Jain
Caste	:	Swetamber (Murti Pujak)
Sub Caste	:	Visa Oswal
Gotraj	:	Surana
Address	:	Mira Kindergarten :
		4 , Amrakunj Soc No.2, Urmi Road, Nr. Nehru Park, Vadodara – 390 007. Ph: 0265-2323234 (O) 6535415 (R) E-mail: info@mirathehappyschool.com Website:www.mirathehappyschool.com Mobile No.: 9227130111
		Mira The Happy School :
		After Kalali Crossing, Opp. Pramukh Swami Hostel, Atladara Main Road, Vadodara – 390012. Ph: 0265-2680068 / 2681199. Fax No. : 0265 2681199.
Designation	:	Director :
		Mira Kindergarten
	:	Principal :
		Mira The Happy School
	:	Teachers Trainer for :
		Lions Quest Internaitonal, Skills for Adolescence
		Internaitonal life skill teacher's trainer
		Counsellor

Qualifications

	B.A. –Bachelor of Arts with Distinction from Guwahati University, Assam (with Education Psychology) in the year 1984.1)
	P.G. in C.D – Post Graduate in Child Development with ‘A’ Grade from the Faculty of Home Science, Maharaja Sayajirao University of Vadodara in the year 1996.
	B.Ed -Bachelor of Education with Ist class from Bhartiya Shiksha Parishad, Uttar Pradesh in the year 1999.
	B.Ed -Bachelor in Special Education from RCI (Rehabilation Council of India) – Bhoj University in the Year 2003.
	M.Ed - Master of Education with Ist class from Bhartiya Shiksha Parishad, Uttar Pradesh in the year 2000.
	P.D.E.M-Professional Diploma in Education Management with Distinction & Gold Medallist from Department of Education and Psychology, Maharaja Sayajirao University of Vadodara, in the year 2000.
	M.T. - Montessori Training course with Ist class from Srinivas Academy, Mumbai in the year 1994.
	L.D. - Learning disability and learning difficulties Certificate course with Grade ‘B’ from Department of Adult Education, Maharaja Sayajirao University of Vadodara, in the year 1996.
	B.C in M.R - Bridge course in Mental Retardation from Kashiba Children’s Hospital, Karelibaug, Vadodara in October 1999.
	Vidhya (Aptech) - Vidhya Computer Course from Aptech Computer Education in September 2000.
	Intel Computer Programme for teachers “Teach to the Future”.
	SFA (Skills For Adolescence) teacher certificate course organized by Lion’s Quest International.
	P.G.D.G.C - Post Graduate Diploma in Guidance and Counselling from Edu. & Psy. Dept., Maharaja Sayajirao University, Vadodara in the Year 2002.
	P.hd – C o n t i n u i n g P.hd in Inclusive Education.

Experience

Worked as a teacher in Amrit Jyoti School Ahmedabad for 1 year (1984-1985)

Worked as a teacher in Anand Balwadi, Sama Branch Navrachana, a C.B.S.E. school in Vadodara from 1986 to 1990;

Working as the Principal of Mira – The Happy School, Vadodara from 1990 onwards.

Visiting Faculty at M.S University :

	Education & Psychology Department
	Educational Administration Department.
	Home Science Faculty at HDFS (Human Development & Family Studies.)
	Kashiba Charitable Hospital, Karelibaug for students of Diploma & Degree course of Special Education.
	PTC and B.Ed. colleges
	Department of Special Education

Conduct Workshops and Seminars for Teachers, Management, Students and Parent Group.

Counsellor for Board Exams appointed by D.E.O.,Vadodara

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