My Good School 15th March 2026

Sunday School 

To discuss student reflections and read from two books, focusing on character decisions.

Key Takeaways

• The Power of Reflection: Reading student reflections on past sessions (e.g., Kartik’s review writing) demonstrated how writing solidifies learning and inspires others (e.g., interest in Atomic Habits).

• Principle vs. Pragmatism: A 10-yen expense dispute in What You’re Looking For... highlighted a conflict between Ryo’s strict adherence to principle and Ms Yoshitaka’s pragmatic view of a minor error.

• Managing Stress: Ryo’s failure to communicate his work stress to Hina led to a personal conflict. The group discussed strategies for separating professional and personal life, such as making a plan to tackle problems.

• School Environment: A discussion on The Whistling School Boy concluded that a mix of indoor and outdoor learning is ideal for holistic development, combining academic focus with nature-based exploration.

Topics

Reflection Review & Program Overview

• Student reflections from previous sessions were read to illustrate the program’s value in reinforcing learning and improving written communication.

• Key Themes:

  • Curiosity and observation in nature.

  • The impact of small, consistent habits (Atomic Habits).

  • Essential elements of review writing.

  • Communication skills (body language, listening, confidence).

• Program Pillars: Reading, Reflection, and Relationship Building.

• YES Program: Monthly Youth Engaging Society sessions on communication skills.

  • Next sessions: March 29 and April 12.

Book 1: What You’re Looking For Is in the Library

• Context: Ryo, an accounts clerk, dreams of opening an antique shop but feels stuck in a job he dislikes.

• Conflict 1: Principle vs. Pragmatism

  • Ryo found a 10-yen discrepancy on an expense report.

  • Ms Yoshitaka dismissed it as an "easy” amount not worth the trouble.

  • Ryo insisted on accuracy, regardless of the sum.

  • Outcome: Ms Yoshitaka filed a false power-harassment complaint, threatening RRyo’s job.

• Conflict 2: Professional Stress Affects Personal Life

  • Ryo, overwhelmed by the complaint, failed to communicate his stress to Hina.

  • He lashed out at her for her successful online shop, dismissing it as a “hobby.”

  • Outcome: Hina left, leaving Ryo feeling “so low.”

• Group Discussion → Managing Stress

  • Problem: Carrying work stress home.

  • Solutions:

    • Talk to a trusted person (e.g., Hina).

    • Divert the mind temporarily to allow logic to take over.

    • Make a concrete plan to tackle the issue.

    • Focus on the present moment.

Book 2: The Whistling School Boy and Anir Kahania

• Context: A school in a remote, hilly village.

• Discussion → Ideal School Environment

  • Question: Should school be indoors or outdoors?

  • Conclusion: A mix of both is ideal for holistic development.

    • Indoors: Academic focus, protection from weather, and technology.

    • Outdoors: Connection to nature, fresh air, exploration, fun.

• Plot Summary:

  • The village is abuzz with news of a leopard sighting.

  • A teacher, Shri Man Mani, goes missing, causing panic.

  • Resolution: Shri Man Mani returns, having simply gotten lost. The “leopard attack” was a false assumption, a key example of irony.

  • Subplot: Shri Man Mani is stressed by a new, younger teacher (Tania Romola) being assigned to a senior class. This stress manifests as forgetfulness and “stress eating.”

  • Climax: On the walk home, the children are warned by the postman to hurry because of the leopard. This fear causes Sonu to forget his foot pain, highlighting the power of external threats to override personal discomfort.

Next Steps

• All Students:

  • Write and submit reflections on today’s session.

  • Consider presenting a book review or a creative work (drawing or interview) in a future session.

• PYDS Students:

  • Send a group photo to Manisha Khanna.

• Jugjiv Singh:

  • Continue reading What You’re Looking For Is in the Library next week.

• Manisha Khanna:

  • Continue reading The Whistling School Boy and Anir Kahania next week.

    
    

    FATHOM-AI-generated content, please read with care.

"Sunday School" concept, emphasising curiosity and creativity without exams

My Good School Mar 8, 10:20 am, 1 hr 42 min

The discussion centred on the impact of exam-focused education systems, highlighting the stress and reduced instructional time they cause. Brinda and Jugjiv Singh shared experiences of residential school environments and the benefits of continuous assessment. The conversation shifted to the "Sunday School" concept, emphasizing curiosity and creativity without exams. They read a chapter from "The Treasure of the Spiders," discussing Gerald's interactions with Theodore, a biologist, and his fascination with trapdoor spiders. The session concluded with a quiz on reading habits and a presentation on "Atomic Habits," stressing the importance of small, consistent changes for building good habits. Manisha read a chapter in Hindi from Ruskin Bond’s The Whistling Schoolboy.

What You’re Looking For in the Library, and a Hindi story from, “The Whistling Schoolboy”

Sunday School of 1st March 2026

To read and discuss two books, focusing on themes of ambition and school life.

Key Takeaways

• Low Attendance Due to Exams: Final exams for classes 9 & 11 (home) and 10 & 12 (board) significantly reduced student attendance.

• Dual-Book Format: The session featured two books: a Japanese novel, What You’re Looking For in the Library, and a Hindi story, “The Whistling Schoolboy” from Kabhi Kabhi School Masti Ka Adda Lagta Tha.

• Core Themes: The English novel explored ambition vs. responsibility through protagonist Ryo’s dream of opening an antique shop. The Hindi story used humour to highlight the fun, non-academic parts of school life, like plays and food.

• “Parallel Career” Concept: A key idea from the English novel, a “parallel career” (coined by Peter Drucker), was introduced as a way to pursue two complementary careers without one being secondary.

Topics

Context: Low Attendance & New Participant

• Low student attendance was attributed to ongoing final exams across many schools.

• Shailaja from Holi Sai International School (Chennai, IGCSE) joined for the first time to observe the session.

• Jugjiv Singh provided an overview of the program’s goal: using books to spark dialogues on life skills and socio-emotional learning.

English Book: What You’re Looking For in the Library

• Recap: The session began by reading student blog reflections to recap the story.

  • Plot: Ryo, stuck in a finance job, dreams of opening an antique shop.

  • Librarian’s Role: Ms Komachi gives Ryo a book on worms and a felted cat, prompting him to discover a cat-themed bookshop, “Cats Now Books.”

• Reading & Discussion:

  • Ryo’s Work Stress: Ryo is burdened by his boss’s lack of software skills and an unmotivated assistant.

  • Hina’s Family Pressure: Hina’s parents see Ryo as a “steady chap” and hint at marriage, creating pressure that conflicts with his dream of running an antique shop.

  • “Parallel Career” Concept: Ryo learns this term from Peter Drucker, defined as two complementary careers in which neither is secondary.

Hindi Book: Ekanki Swang - Natak

• Pre-Reading Quiz: A quiz on “fun school moments” served as a warm-up, with students identifying activities like sharing jokes and playing during free periods as key to enjoyment.

• Reading: The story, read by Manisha Khanna, used humour to describe the author’s experiences at boarding school.

  • Plays: Rehearsals were a fun escape from mandatory study.

  • Food: The author would intentionally finish last in races to stop at a tikki/samosa stall, highlighting the importance of food in school life.

  • Library: The library was a favourite place, made lively by the senior master, Mr Knight.

• Discussion: The story sparked a discussion on the importance of food in boarding schools, with participants sharing anecdotes about hunger and the quality of school meals.

Program Calendar & Logistics

• Manisha Khanna shared the March calendar to provide context for new participants.

• Weekly Schedule:

  • Sundays: Dual book readings (English & Hindi).

  • Saturdays: Professional learning for teachers and a masterclass for students.

  • Fridays: “Brewing Knowledge” meet-and-greets with published authors.

• Upcoming Event: A retreat is scheduled for April 10–14 at Mayoor School Jaipur.

Next Steps

• Students: Write and submit reflections on the stories.

• Manisha Khanna: Publish student reflections on the program blog.

The Power Of Reading

My Good School

To read and discuss two books, focusing on themes of nature, friendship, and history.

Key Takeaways

• “My Family and Other Animals” (Gerald Durrell): Gerald’s plan to get food from shepherd Yanni during siesta backfires. Yanni, a deep sleeper, only wakes after Roger the dog’s barking accidentally sends a cat fleeing up a grapevine, making the trellis shake.

• “The Whistling School Boy” (Ruskin Bond): The story details Bond’s friendship with Umar at Bishop Cotton School, formed over shared experiences and a secret, satirical manuscript. Their Bond is tested by the 1947 Partition, which forces Umar to leave for Pakistan.

• Reading as Reflection: The session opened with a discussion on reading’s power to cultivate patience and reflection, citing Manisha’s blog on libraries and Brinda’s reference to Barbara Kingsolver on how reading shapes temperament.

• Next Week’s Special Session: Kartik Bajoria will lead a session on writing effective book reviews to help students share their reading and encourage others to read.

Topics

The Power of Reading

• The session began with a reading of Manisha’s blog post, “Championing Readers,” which reflected on students talking in the library rather than reading.

• The post questioned if reading has become a “leisure activity” and argued it requires patience, attention, and imagination.

• Brinda connected this to Barbara Kingsolver’s view that reading changes temperament and is a source of hope for humanity.

• Jugjiv Singh added that reading cultivates self-reflection, citing the example of Eichmann’s unthinking obedience during the Holocaust.

“My Family and Other Animals” (Gerald Durrell)

• Context: Brinda introduced the book about naturalist Gerald Durrell’s childhood on Corfu Island, Greece, providing background on his family and passion for animals.

• Plot: Gerald and his dog, Roger, are hungry after a swim. Gerald avoids Leonora’s house to escape her daughter’s health updates and Taki the fisherman’s siesta.

• The Plan: Gerald decides to visit the shepherd Yanni, a light sleeper who rests under a grapevine trellis. He instructs Roger to bark loudly to wake Yanni.

• The Outcome: The barking fails to wake Yanni. However, it startles a cat, which flees up the trellis, causing it to shake violently and finally waking the shepherd.

• Hospitality & Lore: Yanni offers Gerald food and wine. He then shares a local remedy: a scorpion steeped in olive oil to cure stings, and a cautionary tale about a shepherd who died from a scorpion bite in his ear.

“The Whistling School Boy” (Ruskin Bond)

• Context: Manisha Khanna read the story in Hindi, noting that it is autobiographical and provides a historical lens on the 1947 Partition.

• Friendship & Shared Experiences: Bond, a quiet boy, befriends Umar, another quiet student. Their Bond strengthens as they play hockey together (Bond as goalkeeper, Umar as fullback) and share a secret manuscript.

• The Manuscript: Bond writes a satirical manuscript about school life and teachers, with Umar as his first reader. It includes a poem mocking Mr Oliver.

• Discovery & Discipline: Housemaster Mr Fischer finds the manuscript under Bond’s mattress. Bond receives six cane strokes but becomes a temporary “hero” among his peers.

• The Partition’s Impact: Lord Mountbatten’s visit to Bishop Cotton School, where Bond’s father was an alumnus, is followed by the devastating 1947 Partition.

• Separation: The school announces that Muslim students must vacate the hostel and be escorted to the new border. Bond and Umar meet one last time in a tunnel, discussing their uncertain future before Umar leaves for Pakistan.

Next Steps

• All Participants:

  • Submit reflections (write-ups, drawings, role-plays) on today’s stories for publication on the “Joy of Learning Diaries” website.

  • Prepare for next week’s session with Kartik Bajoria on writing book reviews.

• Students:

  • Keep notes on characters and vocabulary from “My Family and Other Animals” to aid recall.

AI-generated content, please read with due care. We are supported by FATHOM-AI.