FEEL

WE EXPERIENCED

In the younger grades, when children were exposed to and engaged with various social causes it helped them to build an awareness of the world around them. However, since for change to get rooted it takes time and commitment, the need was felt for a longer immersive program for the older students in Key Stage 3.

Watch Kiran share the journey of the Persistence process at Riverside from its origin to it becoming a regular process in school.

4:07

Try the empathy lens:


Try a new task and stay with it for a long time, maybe an hour or so. For example, try beading something or draw parallel lines on five pages and observe when you start giving up. Notice how long you last?


When you are asking a child to do something like doing their homework or drinking milk for instance; try 2 different ways. With one child impose your decision and with another child try to negotiate. Then observe the difference in the two processes and outcomes!

Try the empathy lens

OUR INSIGHTS

  • Initially, when children started to engage with a social cause, it was an uphill task for the teachers to get them to commit to it. However, we noticed that once children went through challenging experiences, they came back deeply moved, but that commitment was also, often temporary.

  • Adolescents often have limited attention span but it was vital to help them recognize that once you make a promise, you honor it. The best way to get this across was for teachers themselves to become role models!

  • An idea, however good, cannot be imposed onto another, but has to be co-created and negotiated, for it to become our own!

For the Persistence initiative to thus evolve from an organic process into a systematically timetabled program, took a year of relentless effort, constant dialogue and negotiation with the students.

IMAGINE

WHAT IF...

there was a way to continually plant seeds of compassion in children, such that it enabled them to 'Be the Change'?

WE DESIGNED

A Persistence program for Key Stage 3 that was included in the curriculum and timetabled in such a way that it went hand-in-hand with the other academic subjects.

We ensured that time was set aside regularly for the persistence program. Children could choose to work with any one initiative consistently, for instance, it could be spending time with the elderly; engagements at the school for the visually impaired; designing study programs for the underprivileged children, etc. Students co-created a customized plan before every session to ensure that this time was used to add value and create impact, not leaving it to chance!

DO

HERE IS WHAT WE DO

This video helps make visible the process of Persistence from ‘intention’ to ‘action’.

6:06

In this video, you will get a glimpse of the different initiatives under Persistence and their impact. Notice how the process is planned and implemented and hear students share their reflections from engaging in this immersive process.

Additional Video:

  • 5:31

    a) Case Study 1: Tiffin Service

    In this video you will see an example of a Persistence Initiative - Tiffin Service taken by students of Key Stage 3.

STAKEHOLDER INSIGHTS

In this section, Riverside edu-heroes share strategies and insights from their experience of the process and how the process has impacted their practice.

  • 6:49

    FAQ Video

    Watch Priti share the important guidelines and tips for planning and implementing an effective Persistence program.

  • 5:59

    Impact Video

    Watch how the Persistence process impacts Priti, her colleagues and her students.

  • 5:59

    Alumni Video

    Watch Jazz Sethi talk about the impact of the ‘Persistence Programme’ on her journey beyond Riverside.

Resources

checklist Persistence Initiatives Planner Formats - 1 Planner Formats - 2 CEO Planner Reflection Formats - 1 Reflection Formats - 2

TIPS FOR THE LEADERS

  • Going along with teachers and students to an actual Persistence initiative is a great way to experience it and be inspired. Observing a Planning and Reflection session of students for Persistence might be a good idea to see the process in action.

  • It is crucial that the tone setting for this program with the teachers and students communicates clearly that this is not a process where you are doing social work or a self-sacrifice. It is to build a sense of gratitude and recognize that privileges are not just entitlements but opportunities to understand yourself, and build character.

  • To timetable this process as an essential part of the curriculum will require intent and role modelling by teachers, co-creation with students, and relentless efforts from the school leaders and teachers.