Update on Upgrades for Grades 5-8:
Dear Parents (Grades 5-8), As you are already aware of the exciting news of our school’s transformation into Glenrich International School Uttara, beginning from the 2024-25 academic session. This transformative journey embraces an ‘International’ ethos, further enriched by our affiliation with ISS (International School Services, USA), which propels us into a new era of educational excellence. We are introducing cutting-edge enhancements designed to elevate the educational experience for our students. These enhancements include: Coding-enabled Robotics by STEMROBO: Students will have access to a dedicated robotic lab facility and their own kits, fostering hands-on learning and innovation. Alliance Francaise: Students will now attend scheduled French classes managed by the Alliance Francaise to sit for the DELF exam equivalent to language proficiency tests such as TOEFL. Maths-Buddy: Students will practically explore Mathematics concepts. The affiliation will help students with university applications, showcasing proficiency in Mathematics. It is a versatile learning space utilizing games, puzzles, and other tangible experiences. University-Recognized Music Certification Programme by ABRSM, UK: Providing students with the opportunity to pursue music education and attain globally recognized certifications. Sports Classes: A dedicated time slot will be included in the timetable for sports classes, promoting physical fitness, teamwork, and sportsmanship among students through various activities led by qualified coaches. These advancements are seamlessly integrated into our curriculum within school hours, thoughtfully scheduled in the timetable, with no changes in management, teaching staff, or the Cambridge curriculum. Your support is integral to shaping the future of Glenrich International School Uttara. Together, let’s embrace this new chapter filled with limitless possibilities for our students’ learning and development. Best Regards Dr. Shivananda CS Principal
Notice for Grades 5-8 Parents
Dear Students & Parents: Please find below the schedule for Final Term Preparatory Exams. The format of the Question papers and the duration of the exams will be the same as that of the Final Term Examinations. Please use the Eid break to prepare for the upcoming Preparatory tests and Final Exams. It is important to complete the assigned holiday work as these assignments will revise Mid-term Concepts included in the Final Term Syllabus. Grades 5-8: Final Term Preparatory Tests on Core Subjects: April 2024 Date Day Subject Begins Duration Ends 21.4.24 Sun Sciences 8:40 am 2 hours 10:40 am 22.4.24 Mon English 8:40 AM 2 hours 20 mins 11:00 am 23.4.24 Tue Bangla 8:40 am 2 hours 10:40 am 25.4.24 Thur Mathematics 8:40 am 2 hours 10:40 am General Instructions: 1) There will be regular classes after the exams on the mock exam days. 2) Students will sit for the Examination in their respective classrooms. 3) Students are advised to carry all stationery items with them. They will not be allowed to borrow from others during an exam. 4) Students are advised to carry a transparent pouch/bag to keep all stationery items. 5) Dispersal time: Regular dispersal time 6) Please note: If a holiday is declared on a mock examination day due to some unavoidable circumstances, the exam scheduled for that day will be held on the next available working day and all other exams will shift accordingly. Please check the School Website for any notification regarding the exam timetable. For example, if after having exams on Day 1 & 2, no exam could be held on Day 3, then that day’s exam will be held on the next available working day and all the exams that follow will shift serially. Glenrich School Authority
Grade 8 Cambridge Checkpoint Tests
Dear Students and Parents: Please find the schedule for Lower Secondary Checkpoint Examinations April 2024 below: Date Subject Exam Timing Duration April 22, 2024 SCIENCES 9 – 10:30 AM 1 hour 30 mins April 23, 2024 ENGLISH LANGUAGE 9 – 11:20 AM 2 hours 20 mins April 24, 2024 MATHEMATICS 9 – 11:00 AM 2 hours Checkpoint Exam Attendees can collect their Checkpoint Admit Cards at the Exam venue (Main Hall) on the first day of exam. It is MANDATORY for all Examinees to bring their Passports on all Exam days. If a name on the Admit Card does not match with the name on the Passport (ID), then the student should contact Mr. Fazlul Haq at the end of the exam. Please be informed that your ward does not have to sit for the Final Term Preparatory tests on April 22, 23, and 24 as they will be sitting for the Cambridge Checkpoint at that time. The preparatory exams that they miss on those days will be provided to them as take-home test papers. On the days they have the Cambridge Tests, Checkpoint Examinees can go home after their Checkpoint exams. Glenrich School Authority
Shift from rote learning to holistic approach.
Shift from rote learning to holistic approach. EDUCATION has been a keystone of success in life for generations. As our understanding of learning and education evolves, so should our methods of educating and teaching our children. On that note, the government finally took the initiative to abolish rote learning from the system by adopting a new national curriculum. It is a praiseworthy step as the earlier approach failed to generate enough curiosity among the learners and keep rote learning at bay, ultimately restricting the scope of creativity. The shift to a new method has become the talk of the town now, as most parents are confused and anxious about it. As an individual who has worked in the education sector for a long time, I can tell you that rote learning has not been helping any children, especially in modern times. Bangladesh is transforming to keep pace with the fast-changing world and the education sector must adopt new methods for the economy to succeed. The economy will only grow when we, as a community, evolve and rote learning will not allow our children to grow, especially in the era defined by technological supremacies and artificial intelligence. Learning should always be a two-way process where children actively participate. However, this was not the case in rote learning-based approach as it prioritises memorisation of information over conceptual understanding. Doing this restricts the opportunity for healthy, creative discussions among children and teachers. Children will only exhibit their innovative ideas when they are motivated and encouraged to speak up about their perspective, not when they are asked to memorise concepts without understanding them because they need to pass examinations. When the actual two-way process of learning takes place, it also helps improve students’ critical thinking skills. Critical thinking skills have become a must soft skill as they will enable our children to succeed in all their life endeavours. Rote learning allows little scope for practical application. The foundation of learning is to develop conceptual understanding. Unfortunately, that is not aided by rote memory. Children cannot use ideas in real-world settings if they do not have a clear understanding of them. Memorisation can only help people to a certain point. After that, it has no value. Memorisation limits children’s ability to learn and understand concepts fully. Students have to engage in meaningful learning to make the practical application possible. The hands-on learning approach will help children learn and understand concepts clearly and will motivate them to participate actively in lessons. The combination of understanding concepts clearly and critical thinking skills will help the children tackle numerous problems and think creatively. In the rote learning environment, students are seen memorising facts and spewing them out in the examinations. After that, they tend to forget most of what they have learned. Unfortunately, in rote learning, scores are the yardstick for gauging students’ intelligence. However, it has been repeatedly proved that students’ scores have nothing to do with their intelligence. Moreover, the rote learning system enforces a one-size-fits-all approach, assuming that all students retain and learn information the same way. However, we all know this is not the case; not everyone learns or retains information the same way. The time has come for us all to understand that education is a multi-faceted journey that goes beyond memorisation, a one-size-fits-all approach, and exam scores. We must realise that for the betterment of our children’s future, we should nurture a deep understanding of concepts, critical thinking skills, and creativity. We should emphasise a holistic approach that combines traditional methods with innovative teaching. A balanced education will prepare students for the challenges of the modern world. In a holistic classroom, children will feel supported, allowing them to focus on learning. They will be encouraged to ask questions and participate in classes actively. Developing effective communication and motivational skills enables students to attain confidence, increase their willingness to engage in learning process and enhance academic achievements. The holistic approach will promote improved relationships between students and educators, strengthening the school community. A nurtured and strong school community makes children feel valued and understood, which will positively affect their well-being and academic success. Holistic education will also encourage children to understand and appreciate diverse perspectives while cultivating respect and compassion for others. Developing empathy and understanding of diversity is crucial for children in the modern world. When a child attends a school that embraces holistic education, parents and guardians can see various positive outcomes like enhanced relationships with educators and the school community, improved confidence in academic abilities, increased respect and compassion for others, heightened communication and motivational skills, and a deeper understanding of the world and its diversity. The approach not only fosters academic progress but it will also cultivate essential values like resilience, respect, and responsibility. Rote learning is an archaic approach and will not help our children to succeed in life in the modern world. So, parents should be patient with the new national curriculum as it is too early to make any judgement. Moreover, the government needs to ensure that the educators and staff are adequately trained to follow the new curriculum. The schools that are already implementing holistic approach for imparting knowledge could offer necessary guidance in this connection. The experience of following a holistic approach for years and the challenges faced during the implementation could serve as a guiding principle for thousands of teachers working in the educational institutions throughout the country. For instance, some schools are committed to nurturing and empowering students to realise their full potential. In a holistic approach, every child gets valued regardless of the unique needs. The most profound impact of the holistic approach is its focus on lifelong learning. When we instil the love of learning and skills needed to attain knowledge independently, children get better equipped for the opportunities and challenges they will encounter throughout their lives. Education is not about memorising and passing examinations but about preparing people to thrive in an increasingly complex and interconnected world.
Bangladesh needs highly skilled pool of teachers for assessing students better, research suggests.
Bangladesh needs highly skilled pool of teachers for assessing students better, research suggests. As there are complaints about delivery of engaging lessons in Bangladeshi schools, research shows, very few teachers in the country are skilled in teaching in accordance with each student’s learning pace and style. However, in the research paper on “Teacher Effectiveness” presented at a recent global conference in South Africa, Principal of Glenrich School Dhaka Dr Shivananda CS noted that schools can offer actionable feedback promoting teachers’ fast-paced development with objective lesson observation criteria. “More highly skilled and trained teachers are needed in Bangladesh. Many schools often complain about needing a pool of trained and skilled teachers to deliver engaging lessons,” he stated. “I hope the research findings will help my fellow peers discover more about teacher effectiveness and help augment teaching quality.” Dr Shivananda is the sole educator from the country to present a paper at the “Schools Now!” conference, organised by the British Council, in Cape Town, to promote innovations in teaching and learning and share experience among its partner schools. Highlighting the need for what is called “learning differentiation” to achieve high learning outcomes, the research has observed that very few teachers are accustomed to the customised teaching-learning methods that allow each student to learn and grow uniquely. It has further provided evidence of rapid skills development when schools set measurable goals for each teacher, if they receive customised training support. In this context, Dr Shivananda pointed out that among their peers, there are teachers whose lesson delivery level exceeds a score of 4.5 out of 5.0 and who can also train their fellow teachers. The research project, involving teachers from kindergarten to grade 12, commenced in November 2020 and is reviewed annually considering the data gathered after more than 2,500 lesson observations. News Link: Bangladesh needs highly skilled pool of teachers for assessing students better, research suggests | The Daily Star
Promotion Requirements and Supplementary Exam Policy
Promotion Requirements and Supplementary Exam Policy Dear Parents (Grades 5-8): Greetings from Glenrich School Dhaka! As we are fast approaching the end of the Final Term of the Academic Session 2022-2023, we would like to draw your attention to the promotion policy to the next grade at the Glenrich School Dhaka for the students of Grades 5, 6, 7 and 8. Please note that we will adhere to each, and every promotion criterion mentioned below, for the promotion of our students of Grades 5, 6, 7, and 8: 1. Each student must get a qualifying grade of at least a ‘D’ or above in all the subjects offered during the Final Term Examination of the Academic Session in order to be promoted to the next grade. 2. If a student fails to secure a minimum of Grade ‘D’ in any of the subject/s, they will be given a chance to sit for the Supplementary Tests on those subjects. If the child does not get the qualifying grade in the Supplementary Test before the start of the new Academic Session, they will be held back in the same grade. 3. The student must have a minimum of 85% attendance and a 90% assignment submission rate in the entire school year to be eligible for promotion to the next grade. 4. It is compulsory for all students to appear for the Final Term Examination of an Academic Session. If a student is unable to appear for any one of the Final Term Examinations, they will not be eligible for promotion to the next grade. The aim of this Promotion Policy is to maintain the reputation of excellent academic standards for which the Glenrich School Dhaka is known in Bangladesh; a high standard for which you entrusted your child’s future to us. This policy will keep your child from letting up their focus, and always striving for excellence in their studies. Please read our Updated Supplementary Exam policy provided below. This will be effective from the Final Term Examinations (Session 2023-24) Supplementary Exam Policy Supplementary Exams will be conducted in the month of June (approximate date: June 16th) for the following reasons: Ø Missing a term Examination due to emergency situations. Ø Failing to achieve the minimum benchmark of 50 marks in a subject test. To cover the costs associated with conducting additional examinations, the following fees will be charged: Retest 1: BDT 1000 per subject Retest 2: BDT 2000 per subject Our aim is to ensure that all students pass in all their subjects. The fees for supplementary tests are allocated to cover the expenses involved in preparing additional test papers (often more than once) and grading them. This requires additional time and effort from teachers, in addition to their regular duties. Moreover, it aims to instil a sense of responsibility in students, encouraging them to take their subjects and examinations more seriously in the future. Thank you for your support and cooperation. Glenrich School Authority
“The DPS Press” Third Edition
“The DPS Press” Third Edition Dear Parents, Greetings of the day. I’m excited to announce the upcoming release of the third edition of “The DPS Press,” our school’s online publication. Our dedicated team has worked hard to create a collection of insightful articles, noteworthy achievements, and compelling stories that showcase the exceptional talent and commitment within our institution. We’re incredibly proud of our students and the contributions they’ve made to our school. This edition of “The DPS Press” highlights not only their academic accomplishments but also their artistic, community service, and athletic achievements. Our goal is to inspire and motivate our students to continue reaching for excellence while celebrating their successes as a community. Thank you for your continued support and involvement in making our school a hub of excellence. We’re excited to share the remarkable stories and accomplishments of our students in the third edition of “The DPS Press.” Warm regards, Dr. Shivananda CS Principal Please click on the link below to view “The DPS Press.” TDP VOLUME III
Glenrich Newsletter – February 2024
Glenrich Newsletter – February 2024 Junior School Newsletter Senior School Newsletter
RAMADAN CLASS TIMING of Glenrich School Dhaka
Dear Parents, Please find below the Ramadan School Timings from 18th March 2024 to 28th March 2024. Pre-Primary Grade Arrival time Departure Time PG and Nursery (Morning shift) 09:00 am 10:45 am PG and Nursery (Day shift) 11:15 am 01:00 pm KG I and KG II 09:00 am 12:30 pm Primary Glenrich SCHOOL DHAKA Glenrich SCHOOL DHAKA SESSION (2023-24) SESSION (2023-24) SCHOOL TIMING for RAMADAN SCHOOL TIMING for RAMADAN JUNIOR SCHOOL JUNIOR SCHOOL Students reporting time 9:00 am Students reporting time 9:00 am Primary (G1 & G2) Primary (G3 & G4) TIMING PERIOD DURATION (hh:mm) TIMING PERIOD DURATION (hh:mm) FROM TO FROM TO 9:00 AM 9:10 AM Home Room 0:10 9:00 AM 9:10 AM Home Room 0:10 9:10 AM 9:45 AM 1st Period 0:35 9:10 AM 9:45 AM 1st Period 0:35 9:45 AM 10:20 AM 2nd Period 0:35 9:45 AM 10:20 AM 2nd Period 0:35 10:20 AM 10:55 AM 3rd Period 0:35 10:20 AM 10:55 AM 3rd Period 0:35 10:55 AM 11:15 AM LUNCH BREAK 0:20 10:55 AM 11:30 AM 4th Period 0:35 11:15 AM 11:50 AM 4th Period 0:35 11:30 AM 11:50 AM LUNCH BREAK 0:20 11:50 AM 12:20 PM 5th Period 0:30 11:50 AM 12:20 PM 5th Period 0:30 12:20 PM 12:50 PM 6th Period 0:30 12:20 PM 12:50 PM 6th Period 0:30 12:50 PM 1:20 PM 7th Period 0:30 Dispersal 1:00 (G1 & G2) Dispersal 1:30 (G3 & G4) Senior School 8:45 AM Students Reporting time & Home Room 9:00 AM 9:35 AM 1st Period 35 Minutes 9:35 AM 10:10 AM 2nd Period 35 Minutes 10:10 AM 10:20 AM Short Break (5-12) 10 Minutes 10:20 AM 10:55 AM 3rd Period 35 Minutes 10:55 AM 11:30 AM 4th Period 35 Minutes 11:30 AM 12:05 PM 5th period for Grade 9 – 12 Lunch Break for Grade 5 – 8 35 Minutes 12:05 PM 12:40 PM 5th period for Grade 5 – 8 Lunch Break for Grade 9 – 12 35 Minutes 12:40 PM 1:15 PM 6th Period 35 Minutes 1:15 PM 1:50 PM 7th period for Grade 7 – 10 Dispersal for Grade 5-6 & Grade 11-12 35 Minutes 1:55 PM 2:00 PM Dispersal for Grade 7 – 10 5 Minutes Best Regards, Glenrich School Dhaka
যেভাবে শিক্ষার্থীদের মাঝে শেখার মানসিকতা গড়ে উঠবে
যেভাবে শিক্ষার্থীদের মাঝে শেখার মানসিকতা গড়ে উঠবে আমাদের মস্তিষ্ক বা মাথা খুব বিচিত্রভাবে কাজ করে বা এর কাজের বৈচিত্র্য আছে। আমরা আমাদের মস্তিষ্ক সম্পর্কে খুব কমই জানতে পেরেছি, যদিও আমাদের বিজ্ঞানী ও গবেষকরা এ বিষয়টি নিয়ে নিরন্তর গবেষণা করে যাচ্ছেন। সারা পৃথিবীতে মেধা কীভাবে বিকশিত হয়, তা নিয়ে বিস্তর গবেষণা হয়েছে। এসব গবেষণা থেকে এমন কিছু বিষয় উঠে এসেছে, যা আমাদের আরও কৌতূহলী করে তোলে। মেধা কী? আগে ধারণা করা হতো, মেধা হয়তো জন্মপ্রদত্ত কোনো বিশেষ ক্ষমতা। এটা হয়তো জেনেটিক, অর্থাৎ জন্মসম্পর্কিত বা বংশীয় কোনো ঐতিহ্য। ইদানীং এ ধারণাকে প্রশ্ন করা হচ্ছে। গবেষকরা দেখানোর চেষ্টা করেছেন, মেধা আসলে দীর্ঘ প্রচেষ্টা ও ধারাবাহিকতার সম্মিলিত ফলাফল। অর্থাৎ ধারাবাহিকভাবে প্রচেষ্টা অব্যাহত রাখলে মেধা বিকশিত করা সম্ভব। এ বিষয়টি নিয়ে দীর্ঘদিন ধরে কাজ করে যাচ্ছেন বেইলর ইউনিভার্সিটির সহযোগী অধ্যাপক ড. ঋষি শ্রীরাম। তাঁর সাম্প্রতিক কাজে উঠে এসেছে মেধাবিকাশে পাঁচ ‘এম’ বা ‘ম’-এর গুরুত্ব। বিশেষভাবে গুরুত্বপূর্ণ এই পাঁচটি ‘ম’ হলো– মানসিকতা, মায়েলিন, মাস্টারি (দক্ষতা), মোটিভেশন (প্রেরণা) ও মেন্টরশিপ। মানসিকতা মেধাবিকাশের প্রথম পদক্ষেপ হিসেবে মানসিকতাকে বিবেচনা করা হয়। দেখা যায়, জিনগতভাবে প্রাপ্ত মেধা বেশির ভাগ সময়েই প্রচ্ছন্ন আকারে থাকে। তার চেয়ে বরং মানুষের মেধাবিকাশে পরিবেশগত শিক্ষা ও দক্ষতার প্রভাবই বেশি। এ কারণেই বলা হয়, মেধা অনুশীলন ও অর্জন করার বিষয়। এ ক্ষেত্রে ‘গ্রোথ মাইন্ডসেট’ (বিকাশের মানসিকতা) ধারণ করা খুব জরুরি বলে মনে করা হয়। গ্রোথ মাইন্ডসেট বলতে সব সময় শেখার মানসিকতা, একাগ্রতার মাধ্যমে কোনো বিষয়ের প্রতি জানাশোনার পরিধি বাড়ানোকে বোঝানো হয়ে থাকে। আর এর উল্টোদিকে, নতুন আর কিছু শেখার নেই বা মেধায় যতটুকু সম্ভব তার সবই শেখা হয়ে গেছে– এই মানসিকতাকে বলে ‘ফিক্সড মাইন্ডসেট’ (স্থায়ী বা পূর্বনির্ধারিত মানসিকতা); এটি মেধাবিকাশের পথে প্রধান অন্তরায়। মায়েলিন জানাশোনা, শেখা ও সিদ্ধান্ত নেওয়ার কাজ আমরা করি মস্তিষ্কের মাধ্যমে। আমাদের মস্তিষ্কের কোষগুলোর মধ্যে অর্ধেকই হলো নিউরন। বাকি অর্ধেক কোষকে বলা হয় ‘গ্লিয়াল কোষ’। লাতিন শব্দ ‘গ্লু’ থেকে এই গ্লিয়াল শব্দ এসেছে। এই গ্লিয়াল কোষগুলো সাধারণত আমাদের জন্মের সময় থেকে নিষ্ক্রিয় অবস্থায় থাকে। নতুন কিছু করা, শেখা বা অনুশীলন করার সময় এই গ্লিয়াল কোষগুলো উদ্দীপিত হয় এবং মস্তিষ্কের বাকি নিউরনগুলোর সঙ্গে সংযুক্ত হয়। এভাবেই আমরা নতুন কিছু শিখি। এ সময় উদ্দীপিত গ্লিয়াল কোষের চারপাশে এক ধরনের সাদা চর্বির আস্তরণ পড়ে, যাকে মায়েলিন বলা হয়। মায়েলিন মানে সব সময় নতুন কিছু শেখার প্রতি নিজেকে আগ্রহী করে তোলা। সে বিষয়ে ধারাবাহিকভাবে প্রচেষ্টার মাধ্যমে মস্তিষ্ককে সচল রাখা। একটি নির্দিষ্ট বয়সের পর আমাদের মস্তিষ্কের কর্মক্ষমতা কমতে থাকে, ধারাবাহিক অনুশীলনের মাধ্যমে এই সময়কে দীর্ঘায়িত করা সম্ভব। মাস্টারি মাস্টারি বলতে সাধারণত কোনো বিষয়ে বিশেষ দক্ষতা অর্জন করাকে বোঝানো হয়। তবে মেধাবিকাশের অন্যতম একটি ধাপ হিসেবে বলা যায়, আমরা যে বিষয়ে শিখতে আগ্রহী, সে বিষয়টি ধারাবাহিক অনুশীলনের মধ্যে রাখাই হলো মাস্টারি। কানাডিয়ান লেখক ম্যালকম গ্ল্যাডওয়েল তাঁর ‘আউটলায়ার্স : দ্য স্টোরি অব সাকসেস’ বইয়ে সঠিকভাবে ধারাবাহিক অনুশীলনের গুরুত্ব সম্পর্কে বলেছেন। ম্যালকম জানান, যে কোনো বিষয়ে বিশেষ পারদর্শী হয়ে উঠতে গেলে নিরলস ও সঠিকভাবে ১০ হাজার ঘণ্টা অনুশীলন করা জরুরি। মোটিভেশন একটি কাজ দীর্ঘদিন ধারাবাহিকভাবে করার পেছনে যে প্রেরণা বা উদ্দীপনা কাজ করে তা-ই মোটিভেশন। এটি সাধারণত দুই রকম হয়ে থাকে। একটি হচ্ছে সহজাত, আরেকটি বাহ্যিক। মেধাবিকাশে এ দু’ধরনের মোটিভেশন বা অনুপ্রেরণাই প্রয়োজনীয়। অনেক মানুষ আছেন, যারা সহজাতভাবেই নিত্যনতুন বিষয় জানতে বা শিখতে পছন্দ করেন। ধারাবাহিকভাবে প্রচেষ্টার মধ্য দিয়ে তারা তাদের কাঙ্ক্ষিত লক্ষ্যে গিয়ে পৌঁছান। আবার অনেকে আছেন, যারা বাহ্যিকভাবে অনুপ্রাণিত হতে ভালোবাসেন। মোটিভেশনের ক্ষেত্রে তিনটি পিলার নির্ধারণ করা হয়েছে। এ তিনটি পিলার হলো কম্পিটেন্স বা সক্ষমতা, চয়েস অর্থাৎ পছন্দ বা বিকল্প এবং কমিউনিটি বা উপযুক্ত পরিবেশ। এ ক্ষেত্রে প্রথমেই যে বিষয়টি প্রয়োজন তা হলো সক্ষমতা। আপনি যে বিষয়ে দক্ষ হতে চাইছেন, সে সম্পর্কে যথেষ্ট জানাশোনা, অভিজ্ঞতা বা ধারণা থাকতে হবে। এর পর আসবে পছন্দ। এখানেই আসবে এই কাজটির পেছনে আপনি দীর্ঘদিন লেগে থাকবেন কিনা, এ বিষয়টি। মেধা ও দক্ষতার বিকাশে এরপরই প্রয়োজন হবে কমিউনিটি বা উপযুক্ত পরিবেশের। মেন্টরশিপ মেধাবিকাশের সর্বশেষ ধাপ হিসেবে মেন্টরশিপকে বিবেচনা করা হয়। ধারাবাহিক ও সঠিকভাবে অনুশীলন বজায় রাখার ক্ষেত্রে মেন্টরশিপ অত্যন্ত গুরুত্বপূর্ণ। এই মেন্টর কোনো শিক্ষক হতে পারেন, খেলোয়াড়দের জন্য কোচ হতে পারেন; অর্থাৎ যে কেউ মেন্টর হতে পারেন। এ ক্ষেত্রে বিশ্বখ্যাত সংগীতজ্ঞ মোৎজার্টের কথা উল্লেখ করা যায়। সাফল্যের পেছনে মেন্টর হিসেবে ছিলেন তাঁর বাবা। বিশ্বমাতানো এই সংগীতজ্ঞ তাঁর বাবার কাছে পিয়ানো বাজানোর তালিম নেন। এরপর দীর্ঘ একাগ্রতা ও অনুশীলনের মধ্য দিয়ে তিনি সংগীত জগতের মধ্যমণি হয়ে ওঠেন। এখন আমরা বুঝতে পারছি, মেধা কোনো হঠাৎ পাওয়া বা জিনগত বৈশিষ্ট্য নয়। নিয়ম মেনে সঠিকভাবে ধারাবাহিক অনুশীলনের মধ্য দিয়ে গেলে যে কেউ এই মেধা অর্জন করতে পারে। আর এ যাত্রা শুরু হতে পারে আমাদের ‘গ্রোথ মেন্টালিটি’ থেকেই। লেখক: ভাইস প্রিন্সিপাল, দিল্লি পাবলিক স্কুল (জুনিয়র সেকশন) Media Link: যেভাবে শিক্ষার্থীদের মাঝে শেখার মানসিকতা গড়ে উঠবে (samakal.com)