Open House Discussion

An hour of candid questions — and a network thinking out loud.

Editorial summary compiled by the LDP team — not a verbatim transcript. Spotted an inaccuracy? Let us know.

1. People & cultureasked by Smriti Khanna · SMRJS, Padrauna

   How to improve self-study habits and de-addict from social media?

   Accept one reality: children are not weak — the distraction economy is very strong. The answer is not scolding; it is helping them build systems — fixed study hours, phone-free zones, short revision cycles, visible goals. A child who studies 40 focused minutes learns more than one who sits for four hours with a phone next to the notebook. Self-study is a skill — teach mind maps, retrieval practice, weekly self-tests, error notebooks. On social media, the tone must never be fear-based; partner with home — digital discipline challenges in school, common night-time charging areas at home, honest screen-time tracking by the child. Tell children: your phone should be a tool in your hand, not a remote control for your mind.

2. Programmes & eventsasked by Ms Dipti Goel · SMRJS, Azad Nagar Campus, Kanpur

   Why are the academics SPOCs changed every year?

   Not to disturb continuity — to bring wider exposure and stronger cross-learning across the network. When academic SPOCs work with different schools, they understand varied contexts and bring back richer insights. But a change of SPOC must never mean loss of institutional memory: proper handover notes, school-wise academic history, audit observations and follow-up trackers so the school does not restart the conversation every year. Rotation with responsibility — fresh perspective is useful, relationship and context equally important.

3. Programmes & eventsasked by Sanjeev Singh Chauhan · SMRJS, Rasra

   What strategies are being implemented at the corporate level to strengthen admissions?

   Admissions today are not a marketing function — they are a trust function. A 365-day process, not a short-term bloom or event-based focus. Admissions follow retention; retention follows quality; quality follows researched processes from the CO and high-quality educators at the school. Centrally — school visibility, parent communication, counsellor training, local campaigns, digital content, sharper storytelling of what makes Jaipuria different. Schools must track enquiries, walk-ins, conversions, follow-ups, lost admissions, parent objections, grade-wise demand — once the pipeline is clear, admissions become disciplined execution, not guesswork. The most powerful strategy remains the experience of existing parents and students. Marketing creates interest; school experience creates belief.

4. People & cultureasked by Harsh Singh Parihar · SMRJS, Barwani

   What small but impactful practices can a school leader start immediately to improve trust and engagement with teachers and parents?

   Be visible — arrival, dispersal, corridors, assemblies, classrooms. Leadership should not be locked inside the office. Then start a simple weekly rhythm: one appreciation note to teachers, one positive parent story, one classroom highlight, one honest update on improvement. Most powerfully — meet five teachers and five parents every week without waiting for a problem. Ask only three questions: What is working? What is hurting? What support do you need? Do this sincerely for three months and the emotional temperature of the school changes.

5. People & cultureasked by Shalini Nair · SMRJS, Barwani

   How can school leaders help children grow not just academically but socially and emotionally?

   Create spaces for expression, collaboration, failure and reflection — morning circles, theatre, sports, peer mentoring, class discussions, community service are not extra activities, they are the curriculum of life. The behaviour of adults in school is the biggest SEL lesson. If teachers shout, compare, shame or label children, no value-education period can compensate. Track not only marks — participation, confidence, friendships, discipline, resilience, communication. A confident, emotionally secure child learns better.

6. People & cultureasked by Rachita Bali Sharma · SMRJS, Rooma Campus, Kanpur

   What systemic approaches can schools adopt to manage rising anxiety and behavioural concerns among students?

   Stop treating every behavioural concern as indiscipline. Sometimes behaviour is communication — a child acting out may be anxious, overwhelmed, ignored, or simply unable to express what is happening inside. Build a clear student support system: teacher observation, counsellor referral, parent meeting, intervention plan, follow-up, documentation. Without a system, every case becomes personality-dependent. And reduce unnecessary fear inside school life — excessive comparison, public humiliation, unpredictable discipline and exam-only identity increase anxiety. A school can be academically rigorous and emotionally safe.

7. People & cultureasked by Vijay Kumar Dubey · SMRJS, Mahmudabad

   How can we build strong belief and bond with parents?

   Parents build belief when they feel the school knows their child. The strongest sentence a parent can hear is: we have noticed your child. Personalised feedback, positive phone calls, specific observations build emotional trust faster than any event. Communicate before there is a crisis — if parents hear from us only about fees, complaints or circulars, the relationship turns transactional. Share learning stories, progress, honest improvements regularly. Bond is built by keeping small promises again and again — not by one annual event.

8. People & cultureasked by Praveen Arora · SMRJS, Sahaswan

   How can we better support students who need academic or emotional assistance?

   Identify children early — not after failure becomes visible. Regular diagnostics, teacher observations, class participation records, emotional check-ins. Support must be layered: some need academic bridge classes, some mentoring, some counselling, some parental support, some simply one adult in school who genuinely believes in them. One solution cannot fit every child. And language matters — never call children weak, slow or problematic; say this child needs a support plan. That small shift protects dignity and makes intervention humane.

9. Programmes & eventsasked by R D Agrawal · SMRJS, Shahjahanpur

   How do we apply a model of subject-wise teaching and in-house training to strengthen academics and teacher development?

   Begin with clarity on what good teaching in that subject looks like — a maths class, a language class, a science class, a social science class cannot be judged with the same generic checklist; each has its own craft. In-house training must be practical and classroom-linked — teachers should bring lesson plans, notebooks, question papers, assessment data into the training. Training must solve real teaching problems, not stay theoretical. Build subject mentors: one strong teacher per subject leading peer observation, demo classes, question-paper review, notebook review and monthly subject meetings. That is how teacher development becomes continuous, not event-based.

10. Programmes & eventsasked by Mrs Kavita Arora · SMRJS, Shahjahanpur

    Is it possible to hold the PA1 examination in May, before summer break?

    Academically possible if syllabus coverage, teaching days, revision time and assessment readiness are adequate — but it should not be done merely to finish a calendar item before vacation. My concern is quality: a test taken too early measures speed of completion, not depth of learning. It is not recommended. Let children settle into classes, understand the new grade syllabus and levels. A lighter formative check before summer and the formal PA1 after reopening is the better shape. Final decision must be based on learning readiness, never administrative convenience.

11. Programmes & eventsasked by Nitesh Tanwani · SMRJS, Mau

    How do we incorporate values-based questions into exam question papers?

    Values-based questions should not become moral-science slogans — they must emerge naturally from the subject. A science question can carry environmental responsibility, a literature question empathy, a social science question citizenship — without compromising academic rigour. The best ones ask: What would you do? Why? What consequences may follow? That tests judgement, not memory. Build a subject- and grade-wise question bank with worked examples — teachers need models, otherwise these questions become vague or token.

12. Policy & complianceasked by Dr Priti Ojha · SMRJS, Bhiwadi

    How do we ensure digital safety for children in the growing AI world?

    Digital safety cannot be taught through fear. Children must understand privacy, consent, cyberbullying, misinformation, deepfakes, plagiarism and responsible AI use in age-appropriate ways — woven into regular learning, not only special sessions. Schools need clear protocols: device rules, reporting channels, parent awareness, teacher training, incident response. Digital safety is not the computer teacher's job alone — it is a whole-school responsibility. Teach children that AI is powerful but not always truthful or ethical. The new literacy is not only how to use technology, but how to question it, verify it, and use it with responsibility.

13. Policy & complianceasked by Sachin Chaudhary · SMRJS, Sonbhadra

    How should language selection work in Class IX as R1 and R2?

    Guided by CBSE norms, student readiness, teacher availability and long-term academic suitability — never decided casually at the last moment or under parental pressure. The school must counsel parents and students clearly on implications — difficulty level, previous exposure, board requirements, availability of academic support. A wrong choice becomes a significant source of stress later. Language learning is great; it shapes personality. Compliance updates will come from CBSE soon — follow compliance and embrace the changes fully.

14. Policy & complianceasked by Shiv Kumar Gautam · SMRJS, Kasganj

    How do we handle the pressure of government machinery and interference?

    The first principle is documentation. Clean records, respectful communication, updated compliance — a well-documented school is a protected school. Never respond emotionally to government pressure: respond with facts, humility and process. Share documents, acknowledge concerns, seek written clarity. Emotional reactions escalate; professional responses de-escalate. Build proactive relationships with local authorities — invite them to constructive events, keep them informed, demonstrate that the school contributes positively to the district. Do the right things, and there will not be 'pressure'. The authorities are doing their job when they review us; we do ours by following protocol.

15. Programmes & eventsasked by Binod Kumar Das · SMRJS Banaras, Parao

    What is the procedure for getting recognised by the British Council for the International Dimension in School?

    Begin by mapping existing international activities — projects, collaborations, cultural exchanges, global themes, SDGs, language initiatives, student work. Many schools are already doing part of the work but not documenting it. The process requires planning, evidence, teacher ownership and clear documentation — activities should show real international learning and genuine student participation evidenced over time. The corporate office can support with formats, examples and review, but the school must create a small internal team to own the portfolio. Recognition is not difficult if the school works systematically and records evidence from day one.

16. The year aheadasked by Ms Anita Bhatt · SMRJS, Jhansi

    Being a new school, what is the framework for teacher appraisal, professional development, parent communication, grievance redressal and satisfaction surveys?

    In the first year, keep systems simple and disciplined. For teachers: classroom observation, lesson planning, student work quality, punctuality, parent feedback, professional attitude — do not overcomplicate. Professional development must be needs-based — a new school should not overload teachers with training; identify the top three gaps (classroom management, lesson delivery, assessment quality) and work deeply on those before expanding. For parents: a clear communication protocol — who responds, by when, how it is recorded, when it escalates, how closure is confirmed. Satisfaction surveys should be short, honest, and — most importantly — followed by visible action parents can see.

17. The year aheadasked by Yasmin Ahmad · SMRJS, GIDA Campus, Gorakhpur

    What leadership practices distinguish high-performing Jaipuria schools — and how can principals practically implement them across academics, culture, admissions and retention?

    High-performing schools have leaders who are visible, data-aware and people-centred. They run the school through observation, relationships and follow-through — not through instructions alone. The principal is present, not merely presiding. Academically — review classrooms, notebooks, assessments and outcomes regularly. Culturally — celebrate teachers and students. For admissions — become the face of trust. For retention — solve parent concerns before they become exits. The practical formula: walk the school daily, review data weekly, meet teams monthly, communicate with parents consistently, and never let poor classroom quality become normal.

18. Policy & complianceasked by Suneel · SMRJS, Hardoi

    In the digital and social media age, how can schools strengthen child safety while teaching students self-discipline and responsible behaviour?

    Child safety must move from being a policy file to a daily culture — safe transport, safe classrooms, safe online behaviour, safe adult-child boundaries, safe reporting systems must become living realities, not annual checklist items. Self-discipline cannot be taught only through punishment or restriction; children must understand consequences, digital footprints, peer pressure and the power of responsible choices. Every school needs a safety calendar: cyber safety sessions, POCSO awareness, counselling support, parent workshops, teacher training, anonymous reporting mechanisms, periodic review of vulnerable spaces. Safety is not a single event — it is a sustained system.

19. The year aheadasked by Chandrani Mitra · SMRJS, Orai

    Are schools merely producing doctors, engineers and professionals — or truly nurturing individuals who contribute meaningfully to society?

    One of the most important questions in education today. If we produce successful professionals without compassion, ethics and responsibility, we have only half-succeeded. Degrees without character are incomplete. Value education cannot be limited to a period on the timetable — it must be visible in how children speak, compete, disagree, lead, serve, and treat those different from them. India needs many more doctors and engineers — but everyone need not become one. Academic excellence and character are not enemies. Our children should do well in life — but they should also do good in the world. That is the complete measure of a Jaipuria education.

20. The year aheadasked by Pavitra Narayan Shukla · SMRJS, Khalilabad

    What measures are required to make our education system a standard for man-making and nation-building?

    A nation-building education system must combine knowledge, skill, values, discipline, creativity and service. It cannot be only marks-driven or only activity-driven — it must form the whole human being. Teach children to think independently, respect diversity, understand India, use technology responsibly and contribute to society. That is real nation-building — not recitation, not rote, but formation of character alongside competence. The measure of success is not only board results — it is whether our students become honest citizens, problem-solvers, compassionate leaders and people who strengthen the communities they belong to.

21. The year aheadasked by Rakesh Gunwant · SMRJS, Deoria

    As a recently appointed Principal, how can I understand organisational practices and align effectively with existing systems?

    The first 90 days are critical — and the most important discipline in those 90 days is to observe before changing too much. Understand people, processes, parent expectations, academic systems, financial discipline, compliance and culture before prescribing solutions. Make a simple alignment plan: meet key teams, study existing documents, review academic data, understand the admissions pipeline, inspect infrastructure, build a clear priority list. Do not try to solve everything at once — you will exhaust yourself and destabilise the school. Build trust first, then bring change. When people believe your intention is fair and developmental, they accept new systems far more readily.

22. Programmes & eventsasked by Praveen Arora · SMRJS, Sahaswan

    How should schools plan cultural events and budget for them without going overboard?

    Good culture does not need a large budget. Class-led assemblies, house presentations, storytelling mornings, heritage days, reading festivals, parent-child performances, student exhibitions can all be powerful, meaningful and low-cost. The mistake is thinking every event needs a stage, lights, costumes and decorations — sometimes the most memorable programmes are intimate, student-led and rooted in real learning. Create a low-cost annual cultural calendar with rotating themes — literature, environment, local culture, grandparents, theatre, music, science, community service. Use student creativity more than vendor spending — it builds ownership and pride.

23. The year aheadasked by Vibhav Prakash Sharma · SMRJA, Etah

    What can we learn about leadership from this programme — from experts and experienced people in the field?

    Leadership is not a designation — it is a daily practice. The best leaders listen carefully, decide clearly, and take responsibility when things are difficult. Use this space to ask real questions, not polite questions — bring your actual challenges with teachers, parents, admissions, discipline, academics. Leadership improves only when made to confront reality directly. You cannot lead only from your cabin. You lead in classrooms, corridors, parent meetings, staff rooms and moments of crisis. The best learning from any leadership programme is what changes your behaviour when you return to school on Monday.

24. The year aheadasked by Sudha Singh · SMRJS Banaras, Babatpur

    What should be a school's specified improvement plan?

    Begin with honest diagnosis. Identify the top gaps in academics, admissions, parent satisfaction, teacher quality, student discipline, infrastructure and compliance before prescribing solutions. Diagnosis before prescription — always. The plan must have only a few priority areas at a time — if everything is a priority, nothing is. Choose three immediate goals, three medium-term goals, three measurable outcomes. Every plan must carry ownership and timelines: what will improve, who will do it, by when, how reviewed, what evidence will show progress. Without this, plans remain only documents — and we have enough documents.

25. People & cultureasked by Anamika Dubey · SMRJS, Sultanpur

    What are the best ways to retain teachers?

    Teachers stay where they feel respected, supported and fairly treated. Salary matters, but culture matters equally — no increment can compensate for daily disrespect. Retention improves when teachers see their own growth: mentoring, leadership roles, training, appreciation, clarity on expectations. People stay when they feel they are becoming better versions of themselves, not merely completing duties. Principals must also reduce unnecessary pressure and last-minute chaos — many teachers leave not because of the work itself, but because of avoidable confusion, poor communication and a sense that their time and effort are not respected.

26. The year aheadasked by Harshavardhan Kundem · SMRJS, Warangal

    What should schools prioritise more today — academic outcomes or life skills — and how do we realistically balance both?

    Not an either-or. Academic outcomes give children opportunities; life skills help them use those opportunities wisely. A good school must develop both and stop treating this as a trade-off. The balance comes when life skills are not treated as separate decorative activities — communication, collaboration, critical thinking, discipline and empathy must enter classroom teaching, projects, assessments, sports and assemblies. Woven in, not added on. Parents first ask for marks — but in the long run they value confidence, communication, adaptability and character. Show them, with evidence, that strong academics and strong life skills reinforce each other.

27. Programmes & eventsasked by Mousumi Chatarjee · SMRJS, Motihari

    When will all the answer keys be uploaded?

    A fair operational concern and I appreciate it being raised directly. Answer keys must be uploaded in a timely manner — teachers need clarity and students need consistency in evaluation; delays create confusion at the school level. We should have a fixed post-exam timeline for upload, review, correction and final circulation, communicated to schools in advance. I will personally request the academic team to communicate a clear timeline and ensure schools are not left waiting. Even if there is a delay, communication should be immediate, specific and proactive — not reactive.

28. The year aheadasked by Sarika Saxena · SMRJS, Bindki Campus, Fatehpur

    What 3 visible changes should every parent and student be able to see in a Jaipuria school?

    One — classroom quality. Every parent and child should feel that teaching is active, clear, engaging and purposeful. When a child comes home and can explain what they learned today in their own words — that is the first visible marker. Two — communication and care. Parents should experience timely responses, specific feedback and a genuine sense that the school knows their child as an individual, not an admission number. Three — student confidence. A Jaipuria child should visibly grow in communication, values, participation, discipline and self-belief — not only in marks. Showcase effort, not simply results.

29. People & cultureasked by Anshu Babbar · SMRJS, Greater Noida West

    How does the organisation plan to support schools in handling increasing parent expectations and complaints?

    Parent expectations are rising because parents are more informed, more anxious and more vocal. We cannot wish this away — we must build better systems to respond with dignity, clarity and genuine empathy. Corporate support will include templates, escalation protocols, communication training, grievance formats, parent satisfaction surveys and advisory support in sensitive cases. No school should feel alone in a difficult parent situation. The key shift is from reactive complaint handling to proactive parent relationship management. Communicate regularly, listen early, close loops properly — many complaints never become conflicts. Prevention is far better, and far cheaper, than escalation.

30. People & cultureasked by Leena Singh · SMRJS, Hardoi

    How do you identify teachers who need mentoring versus those who can become instructional leaders? How can principals become stronger instructional leaders, not only administrative heads?

    Teachers who need mentoring usually show visible gaps in planning, classroom management, subject clarity, assessment quality or student engagement — they should not be judged harshly but supported with clear, specific feedback and consistent coaching. Instructional leaders consistently demonstrate strong classroom practice, help colleagues voluntarily, analyse student learning and show professional maturity — give them responsibility as mentors, demo teachers and subject anchors, and recognise them publicly. For principals: the shift from administrator to instructional leader means spending less time signing files and more time inside classrooms — observing teaching, reviewing student work, discussing pedagogy. Ask one central question every week: are children in my school actually learning? That question, asked honestly and regularly, is the heart of instructional leadership.