By Tr Archana Rao for BIS Mumbai

Don Bosco Senior Secondary School, Nerul, commenced its four-day Teacher Training Programme, Re-imagining Classrooms 2026 – New Perspectives, Innovative Strategies, Inspiring Learning, with an enriching and thought-provoking first day on June 1, 2026. The programme brought together the teaching and administrative staff of Don Bosco Senior Secondary School and Don Bosco Academy to reflect upon contemporary educational practices and innovative teaching methodologies.

The day began with a prayer service led by Fr Allwyn Misquitta SDB, invoking God’s blessings on the management, faculty, support staff, students, and their families. This was followed by a warm welcome and felicitation ceremony for the newly appointed Vice Principal, Br Royston Colaco, the new Catechist, Fr Joyston Machado and other staff members.

The entire training programme was conducted under the able mentorship and guidance of Mrs Kalyani Chowdhury, Principal, Don Bosco Senior Secondary School, Nerul. With her vast educational experience, technical expertise, and visionary leadership, she played a significant role in making the sessions highly engaging and interactive. Her insightful guidance encouraged teachers to embrace innovative approaches that foster meaningful learning experiences for students.

Fr Allwyn Misquitta then delivered an inspiring keynote address on the Don Bosco Educational Method. Emphasizing the importance of a joyful learning environment, he highlighted the need to move away from fear-based educational practices and nurture classrooms founded on happiness, creativity, and confidence. He elaborated on the four pillars of Salesian education—reason, religion, virtue, and moral values—which continue to guide holistic student development.

Following a short break, teachers participated in practical workshops centered on collaborative learning strategies. Educators explored methods of forming balanced learning groups and assigning specific roles such as Leader, Recorder, and Presenter. Various collaborative structures, including Think-Pair-Share, project-based learning, and case studies, were discussed and demonstrated.

The session also focused on essential pedagogical non-negotiables required for learner-centred classrooms. Teachers were encouraged to promote active student participation, clearly define learning outcomes, and create opportunities for inquiry-based learning. The importance of visible learning through thinking routines, anchor charts, and meaningful feedback was strongly emphasized. Faculty members were also reminded about maintaining quality standards through effective lesson planning and timely academic documentation.

The workshop further introduced innovative instructional tools such as presentation-based learning and graphic organizers, including the Frayer Model, Fishbone Diagram, Cause-and-Effect Chains, and Problem-Solving Flowcharts. These strategies aim to enhance critical thinking, communication, and student engagement within the classroom.

The first day concluded on an inspiring note, reaffirming the institution’s commitment to continuous professional growth and educational excellence. The sessions successfully motivated educators to reimagine their classrooms and embrace transformative teaching practices that place learners at the centre of the educational journey.