SCHOOL CLIMATE AND ITS IMPACT ON SCHOOL

EFFECTIVENESS: A CASE STUDY

Matthew Ninan
(Paper presented at the International Congress for School Effectiveness and
Improvement at Fort Lauderdale, Florida-USA on January 04, 2006.
1. THE SUBJECT OF INVESTIGATION
1.1 : Do Schools make a difference?
It is generally assumed that one school is different from another, though not with any
objectively verifiable criteria. A discriminating parent might, in his or her own way try to find
out a school that is likely to influence his/her child more positively than another, thus seeking
to ensure the child's better behaviour, development of personality and academic achievement.
But the doubt still persists. Do schools really make a difference? Would a child's personality
be developed differently because he/she attended one school rather than another? All these
concerns triggered off, what has come to be known as the 'school effectiveness' research over
the last few decades. This study goes a step further and tries to assess the impact of school
climate on the over-all effectiveness of the school.

2. THE DEFINITION
2.1 : What is 'school effectiveness'?
By definition, a school is called 'effective' when it achieves what it sets out to achieve. In
other words, a school is effective when its processes result in observable (not always
quantifiable) positive outcomes in its student population consistently over a period of time
(Reynolds 1985). This implies that the effectiveness of a school is dependent more on its
'processes' and gauged by its 'outcomes' than on its 'intake'. 'Intake', it is borne out by
research, plays only a marginal role in school effectiveness (Ten Good schools, 1977).
It is to be acknowledged that schools do show considerable variation in terms of studentattendance, behaviour, curricular and co-curricular performance, social and civic values,
moral character, attitude to life, inter-personal skills and so on. Studies have shown that the
main source of this variation does not lie in the formidable stature of the school buildings,
school resources, or other infrastructure. These, it is observed, remain as mere cosmetic
features that can impress the students but not effect any decisive, and lasting influence on
.
them.
2.2 : How to measure effectiveness?
The significant question now is what, after all, makes a school different and effective? Are
schools the way they are, because of its students, or vice versa? As already mentioned,
research shows that it is the 'school processes' rather than the 'intake' that makes a school what
it is or what it turns out to be. The cumulative effect of the actual 'school processes' is more
significant and contributory than the individual factors mentioned earlier, by themselves.
These factors, not in isolation, but in combination with many other crucial factors (to be
1

discussed in due course) create the 'ethos' or 'climate' of a school. These determine the school
processes, which in turn determine the school outcomes. However, though there are mutual
influences, the school processes and the school outcomes very unambiguously indicate a
greater effect of schools on students than students on schools. To put in other words, it is the
student who is groomed by the school and not the school by the student.

3. THE ASSUMPTIONS
The 'effectiveness of a school' depends presumably on the 'school climate' developed and
nurtured over a period of time, and consolidated through years of perseverance and hardwork. It is this assumption that has to be verified, and a case study on the Little Rock Indian
School, Brahmavar is used here for the verification.
3.1 : School Climate
School life has a perennial impact on the child. Though this is an oft-repeated axiom, its
significance is neither recognized adequately nor translated into concrete action. Those who
make decisions in relation to education are often concerned only with the form of education,
not its substance. Not enough thought is bestowed on the need to create the right climate in
our schools. We must know for a fact that a childs learning and behavior depend largely on
the kind of school climate he/she lives in. Researches have pointed out a significant
difference in student achievement between schools with a good school climate and those with
a poor school climate. (Bulach, Malone & Castleman, 1994). We, therefore, must identify
the factors that enable a healthy school climate, and create them in every school, because that
is the very quintessence of a good school.
Every school has its own character, and a distinct identity of its own. This is the sumtotal of
all the values and norms and the adherence to it, which have been internalised by all or most
of the people associated with a school, which form a part of everyone's psyche. When people
refer to the 'traditions' of a school, they are actually speaking about these deeply embedded
characteristics of the school. This becomes the 'school climate'. These are all different ways of
describing the 'quality of life' that is experienced and lived by all the participants in the school
life. This in turn is recognised by the parents and the community that surround the school.
There are obviously various components, which ultimately shape the climate or ethos of a
school. But all those individual factors by themselves are not as powerful as the combined
effect of all the factors, which we call the school climate. It is therefore the cumulative effect
that shapes the climate of the school. Pupils are all decidedly influenced by the school
climate. In other words, it has a pervasive, deep and marked impact on the way pupils are
going to live their future lives.
The three essential Ps of a healthy school climate are Place, People and Processes. When
these three elements are complementary and are in consonance with each other, a congenial
climate is created. Every school should aim at creating such a climate. Its positive impact on
children will manifest in their better learning and responsible behaviour, which finally makes
them, accomplished human beings.

3.2 : Classroom management and teacher attitude

The teaching strategies employed by a teacher, and his or her interpersonal skills are two
major influences on student behaviour. The general sensitivity and efficiency with which this
is done is likely to produce strong effects on pupils 'behaviour' (Rutter et al 1979). Pupil
behavior is determined by the way the teacher goes about his/her teaching and organisation of
the learning activities. Pupils' classroom behavior was much better when the teacher arrived
on time to class, had prepared the lesson thoroughly and planned the teaching strategies
thoughtfully. On the other hand if a teacher is disorganised, not punctual, wasted time in
organising or sorting out things at the last minute, there used to be confusion resulting in the
misbehavior of pupils (Bennet, 1978). In fact one of the hallmarks of successful classroom
management is keeping pupils actively engaged in productive activities rather than making
them wait for something to happen (Gump, 1974).
Research findings also suggest that a teacher who spends too much time dealing with the
problems of individual children distracts the attention of the class, spoiling the teachinglearning atmosphere. For instance pupil behavior was much better when teachers used all
available opportunities to praise good behaviour, or at least show signs of appreciation.
Conversely, it was seen that the amount of formal punishment made little difference; if
anything, the more frequent the disciplinary interventions, the more disruptive the behavior of
the pupils.
The desirable strategy would be to resort to 'quiet reprimands, which are more effective than
loud and frequent nagging of pupils in the classroom. 'Constant nagging and reprimands may
actually provoke and perpetuate disruptive behaviour' (Patterson, 1977).
3.3 : School values and norms of behaviour
What are truly relevant are not so much the values and norms professed by the school to the
outside world through its prospectus and other publications, as those values and norms
actually practised and lived on the campus by the teachers and the pupils. The consistency
with which the teachers in the whole school approach issues like punctuality, behaviour,
attendance, learning tasks etc, is what determines the values and norms. The kind of teacherpupil relationship and its quality and endurance are all determined by this consistent approach
by all the teachers of the school. Conformity to such a value system is positive and not too
hard to achieve in a student-centred school.
To be good and effective, a school should have a clear organisation, characterised by stated
missions, goals, values and standards of performance. It has to strive to create a professional
environment for teachers that facilitate the accomplishment of their work. Teachers
participate in decisions affecting their work, have reasonable autonomy to carry out their
work, share a sense of purpose and community, receive recognition, and are treated with
respect and dignity and they enjoy a sense of pride and fulfilment in their profession. Such a
school will have a Principal, with a driving vision who imbue decisions and practices with
meaning, placing powerful emphasis on why things are done, as well as on how they have to
be done. Decisions are not made just because they are practical, but for reasons of sound
principle and noble purpose (Chayya, 1997).
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3.4 : Expectations and Standards

Pupils or even elders often try to live up (or down?) to what is expected of them. Youths who
were publicly labelled as delinquents tended to become more delinquent as a result
(Farrington, 1989). Pupils are very quick to pick up their teachers' / parents' expectations
about their learning and behaviour. If a teacher labels a pupil as 'dull' or 'stupid', this would in
all probability upset his/her sense of self-worth and confidence. Conversely a teacher's
appreciation and praise will go a long way in boosting the confidence and the morale of
pupils. Pupils are seen to perform better in schools where the teachers desist from 'labelling'
and such other negative measures, and expres high, but reasonable expectations about their
academic performance as also responsible behaviour. They are likely to work better in an
atmosphere of confidence where they believe they will succeed. Teachers' expectations do
influence the pupils' academic progress (Pilling & Pringle 1990).
What is true of academic progress is equally true of behaviour. Schools where children are
given more trust and responsibilities tended to have less behavioural problems like vandalism,
graffiti etc. Giving them responsibilities and important duties, engaging them in useful extra
curricular activities are found to result in better behavior and better attendance and much less
delinquency.
3.5 : Models provided by the teachers
The moral fibre of a school is set and nurtured by its teachers. Psychologists have shown that
children have a strong tendency to copy the behavior of their elders, especially people in
positions of authority whom they like and respect. They recognise their values and norms and
consciously or unconsciously imitate those traits of behaviour. The way teachers treat pupils,
the sort of interpersonal relationship among the teachers themselves, the way the school
buildings are looked after, the willingness with which teachers help sort out individual
children's problems are all potential influences on pupils. More importantly the values the
teachers uphold and practise are closely watched by the pupils. This is precisely why society
demands that teachers should be men/women with qualities of both head and heart.
The negative models provided by teachers perhaps will attract pupils' attention more
forcefully. Teachers who are never punctual, unfair and unjust in their evaluation or dealings
with pupils, harsh and arbitrary in meting out punishment, send out wrong signals to pupils
and influence them in an undesirable way.
3.6 : Feedback
Pupils' actions are constantly guided and controlled by the feedback he/she receives about
what is acceptable and what is not, at school. This is a very powerful influence in his/her life's
formation. The feedback can materialise in a variety of forms. It may be direct and immediate
in terms of praise or reprimand, less direct and delayed if they are annual prizes or certificates
for excelling in academic performance, attendance or extra curricular activities. Sometimes
they are scattered over the whole academic year in terms of displaying of pupils' art work,
writings etc on Notice Boards or recognising achievements at school assemblies. Researchers
have found that the most immediate direct feedback like praise or approval had the strongest
4

association with positive pupil behaviour, whereas higher incidence of punishments resulted
in negative outcomes in behaviour. As far as rewards are concerned, they have realised that
formal prizes at the end of the year seem to have less positive impact on pupils. Material
rewards also proved less effective, with a 'fall-off' in motivation, probably because such
rewards have the effect of 'replacing intrinsic motivation with extrinsic interest which depends
on the receipt of the prizes. Praise and appreciation on the other hand increase the intrinsic
motivation' (Rutter et al).
Reynolds has also observed that high rates of corporal punishment were associated with more
delinquency and poorer attendance. Misbehavior was more prevalent in schools with formal
punishment systems. It does not follow that good outcomes are more likely where there is no
punishment at all. But it does seem important that there should be a reasonable balance
between reward and punishment and if anything praise, rewards and encouragements need to
outweigh negative sanctions.
3.7 : Shared activities between teachers and pupils
Shared activities inside and outside classroom involving both teachers and pupils help in
establishing a much closer rapport and an enduring relationship. It helps in breaking down
certain unnecessary barriers that distance them. Activities outside the classroom with a
common goal which require people to work together and share experiences and
responsibilities are an effective means to reduce inter-group conflicts. But single episodes
which are few and far between may not achieve the desired effect. In fact joint activities are
an essential part of schooling and can go a long way towards mutual appreciation an sharing
of perceptions resulting in a better and cordial relationship. Teachers can influence pupil
behavior more effectively during such extra-curricular activities whose importance is being
recognised rightly these days.
3.8 : Parental trust in School norms and values
Schools which have established a record of consistent success in academic performance like
high examination results tended to be more successful in maintaining good attendance and
good behavior among pupils. Achievements in extra-curricular activities also had an impact
on the positive outcomes of school life.
A school is only as good as the parents consider it to be. In other words, pupils' trust in and
esteem for a school is largely influenced by their parents' assessment of the school. If the
parents think highly of the school and its teachers, and have trust in them, the same will get
reflected in their children's attitude as well. On the contrary, if the parents constantly
complain about the school, its teachers, and its decisions, children too will lose trust in the
school and all what it stands for. An effective school must win the trust and esteem of its
parents, and as a natural corollary those of its pupils too.
3.9 : Consistency of school values and morale of teachers and pupils
As already stated, the values of the schools have to be seen to be practised, not only claimed
or professed. Values and norms are more powerful when they are clearly established as
applying to the whole school social group and when the group itself is cohesive and
supportive of its members. The 'atmosphere' of a school, by extending the above argument,
will be determined by the degree to which it functions as a coherent whole, with agreed ways
5

of doing things which are consistent throughout the school and have the support of the whole
staff.
The standards of discipline, which generally had a correlation with examination results, were
higher in the schools with a clear, general and recognisable positive approach towards
achieving their agreed goals. Such schools also showed high staff and student morale. The cooperation among teachers, and between teachers and the head was also found to be good in
such schools. Studies undertaken on hospitals showed that patients suffer when staff morale is
low. The situation cannot be any different in a school context. Herein lies the crucial role of
the Head in maintaining and raising the morale of the staff and the pupils.
3.10: Pupil acceptance of school norms
We have already seen the influence of values and norms on student performance and behavior
and the importance of their consistency in the school as a whole. This leads us naturally to the
issue of the degree to which the pupils accept them and the influences, which impinge on their
acceptance of school norms.
The school's pleasant working conditions seem to have a positive impact on pupils' outcomes.
The general cleanliness and proper maintenance of the school buildings and facilities do
influence the pupils. The facilities, which have a direct bearing on pupils, create a good
impression and a sense of pride about the school in pupils. They feel proud of belonging to
the school. Pupils expect teachers to be firm, but reasonable in their dealings. They do not
appreciate a teacher who is harsh and detached in his/her actions. The most important of all
influences in school life is the manner in which teachers treat the pupils. Thus pupils who are
fortunate enough to be encouraged by the teachers to see their self-worth, performed better
and behaved more responsibly. The view of psychologists that people cheated more when
their self-worth was
lowered by adverse comments on their personality, corroborates this finding on pupil
behaviour.

4. THE SCHOOL'S EFFECTIVENESS VERIFIED: A CASE STUDY

An effective school, as envisaged above, is the best thing that can happen to a child. Two
schools may be similar in many ways, their buildings may look alike, and they may follow the
same curriculum, and yet be different from each other. There are many intangible, yet
precious things about an 'effective school' that we need to seek and find. But only honest and
discerning seekers can find it.
I have had a collegiate teaching and administrative background, before taking up the
Principalship of Little Rock Indian School, in which position I am now in the sixtenth year. I
used to feel disheartened by the repressive environment that exists in our schools. My own
schooling, when I look back, was none too pleasant. After doing my MEd at the University of
Bath, UK where I got the opportunity to reflect and study 'school effectiveness' among many
other subjects related to educational management, I came back convinced that schools need a
reformation. Ever since I have been involved in this single mission of 'developing my School,
by changing the thinking of my teachers.'

4.1: The case

The Little Rock Indian School (LRIS) was founded in 1982, and its Founder Dr. C.T.
Abraham is an eminent educationist whose dream it was to build a School 'with a difference'.
The School, which is situated in a rural area on a 30 acre campus, is affiliated to the CBSE,
Delhi. It is a premier, pace-setting institution in this district, with its excellent infrastructure,
high academic performance and extra-curricular achievements. It is a unique school with
innovative teaching, personal attention to each child, and an egalitarian and homely
atmosphere. This composite School, KG to Class XII, now has over 3070 students and around
145 teachers, maintaining a teacher-student ratio of 1:20. The avowed objective of the School
is to be a model school in its strictest sense.
4.2: The tool and the method used
When the invitation to present this research paper came, I decided to verify the effectiveness
of my School, through a questionnaire administered to the parents of our children studying in
Clases I to VIII. The questionnaire is shown at the end of this paper.
4.3 : The respondents
The total number of respondents to the questionnaire stood at 1574. This is from the potential
respondents of 1856. The response rate in terms of actual number is 84.80%. A higher
percentage of response-rate may be reckoned, as parents who have more than one child
studying in these classes were given the option to fill in only one questionnaire if they chose
to, instead of separate questionnaires for each child. This
should account for the reduction in number, to a substantial extent, but there might be a few
questionnaires which did not come back, in some cases where the parents are not educated
enough to answer the questionnaire.
The proportion of fathers and mothers who have filled in the questionnaire, is more or less
equal. 778 fathers and 752 mothers have filled in the responses. While undergraduate parents
are only 514 (33.68%), graduates and postgraduates account for a larger number at 1012
(66.32%). That a large proportion of parents are educated lends a further credibility to this
study.
Those with below average income are a small number of 87 (5.75%), average income
category forms the majority with 1271 (84.12%), while the higher income group is just 153
(10.13%).
4.4 : Analysis of the responses, and Findings
The major focus of the questionnaire was the innovations, which have been in place in the
School. These innovations are quite familiar to the parents, as through all our publications,
and in parents' meetings, school functions etc., we drive home the point that this School is one
'with a difference'. Now through this exercise, for the first time, we could get a first-hand
feedback from the parents. IT SHOULD BE NOTED THAT THE PARENTS DID NOT
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HAVE TO REVEAL THEIR IDENTITY, IN OTHER WORDS PARENTS COULD

RESPOND FREELY AND FRANKLY. Confidentiality being ensured, the response-validity
should be rated high enough for this study.
An overwhwelming majority of parents, 99.19% to be precise, concur in their view that the
School provides a better learning-environment, resulting in greater learningeffectiveness than
other schools. 1462 parents feel this way, while only 12 (0.81%) do not agree with this
contention.
The questionnaire was so designed that there were open-ended questions alongside options to
be ticked. Questions on similar issues were asked in more than one place, to verify the
validity of answer patterns. A close look at the questionnaire and the answer pattern bring to
light many interesting facts, which cannot but reveal the keen 0 bservation of the parents.
Another interesting facet of this study was that parents were asked to prioritize the factors
which contribute towards learning effectiveness in the LRIS. They have ranked them as
follows:

Priority
1.
2.
3.
4.
5.
6
7.
8.
9
10.
11.
12.

Factors

Number of Parents

No dictation of notes
and rote-memorization
Small classes
No corporal punishment
Family atmosphere provided
by the School
Well-qualified teachers
Group-grading in place of
individual ranking
Balanced Emphasis for curricular
and co-curricular activities
Very Minimum home-work
Love and care received
by children at School
Division of school into sections,
each under a Head Teacher
Encouragement for Library Use
Subject Teachers

Percentage

718
688
608

45.61
43.71
38.62

588
530

37.35
33.67

521

33.10

513
486

32.59
30.87

464

29.47

423
395
297

26.87
25.09
18.86

The priorities assigned by the parents are an eye-opener to anyone who is interested in a study
of school climate and what it means to children and parents. What stands out in LRIS,
according to our parents, is its innovations in teaching (no dictation of notes, rotememorisation), its attention to children, and its friendly, family environment symbolised by
small classes and well-qualified and committed teachers, in that order. This School had
initiated the above aspects of schooling right from its inception in 1982, and the parents got
convinced of their feasibility over a period of time, when several batches of students came out
with flying colours, and started doing very well in their life. That these core-elements of the
school are understood and appreciated by parents should be an added motivation for us to
8

rededicate ourselves to the task at hand.

There was a direct question to those parents whose children studied in other schools, before
joining LRIS. 596 parents (91.41 %) feel that their children are learning better in LRIS, while
only 56 (8.59%) do not find any improvement in their children's learning outcome.
Question No.4 again was a direct question 'Does your child enjoy his/her study in the LRIS?'
1552 parents (99.04%) have answered "YES' while only 15 (0.96%) have answered 'NO'. This
again is a very revealing statement from parents. This School has been training teachers with
a view to developing in them an attitude of love and respect for children, and they have
imbibed this spirit. They do pay attention to every .single student. A relaxed, family
atmosphere is nurtured and developed in the campus. This, we believe, is the main reason for
such an overwhelming response from the parents. The 'ethos' that the school embodies,
receives a wholesome endorsement from parents here.
Question No.5 and 6 are once again very pertinent direct questions about their children's view
of the school. Parents say that their children involve happily in the activities of the School
(97.70%) and that they do so because of encouragement from teachers (90.80%), not because
of any negative sanctions. Co-curricular activities are interwoven into the school life, in such
a way that all the children are involved in them, and this fact is vouchsafed by this feedback.
Question No.7 serves an important purpose. It makes the parent profile clear. 948 have
children who never studied elsewhere, but 632 are parents whose children studied in other
schools before joining LRIS.
Parents have also identified the following chief factors for their children loving LRIS more
than other schools.
a) good teachers/love and care they received/good teaching/
encouragement given by teachers (694 parents)
b) good environment/family atmosphere of the school (300 parents)
c) good facilities like Library/Computer Centre/buses/ playground/lunch co-curricular
activities etc (165 parents)
This is a School founded and run with the sole intention of providing quality education to
children of this locality. Teachers who have to determine the character and culture of the
School are trained to be sensitive to the needs of children, their attitude is one of helpfulness
and empathy. This friendly environment of the School has endeared students to the School.
One of the outstanding findings of this study is that the 'absence of punishment' is widely
appreciated by parents and children. The question was about the impact of children of five
practices of LRIS, and the answer pattern goes thus. The actual number of parents who
responded in that vein, with percentage are shown in brackets.
School Practices

Impact on Child

a) absence of punishment

no fear /happy to go to school/

no school-phobia (1122 : 71%)

b) no dictation of notes

encourages creativity/thinking/
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knowledge (996 : 63%)

c) very minimum home-work

gets more time to play, and read

d) no ranking but grouping of

students, in exams

avoids unhealthy competition

unnecessary tensions/complexes
1186 : 75%)

e) the concept of LRIS as a

large family

helps children to feen happy.

friendly, united and proud (1212 : 76.70%)

A very small number of parents only have asked for `mild punishments, dictation of notes,
homework, individual ranking etc, with the plea that these things will keep children on their
toes. They, however, do not totally disapprove of our practices.
School Effectiveness can best be judged from an open-ended question to parents about what
qualities they think their children have acquired/developed by virtue of their schooling in
LRIS. The answer pattern goes like this.
461 responses show `good manners 367 responses have mentioned `self-confidence/no stagefright etc, 268 responses indicate `communication/inter-personal skills/good general
knowledge, while 258 attribute their childrens `neatness and punctuality to the Schools
influence. That an open-ended question evokes such an answer pattern is quite interesting,
and encouraging.
Plenty of opportunities are provided by this School for the all-round development of the
students. Students get training in public speaking right from early stages, so much so, most of
the students have no stage-fright or nervousness while facing an audience. Parents concur
here with the schools programmes, when they say that children have self-confidence and
good communication skills. Moral instruction classes and many other teacher-student
interactions provide occasions to develop and cultivate good manners in children. It may be
noted that `good manners is citied by more number of parents as one of the qualities acquired
and developed by children at Little Rock Indian School.
`Good teaching/good teachers is the prime reason for most parents to opt for LRIS. The next
in priority is the CBSE syllabus (NCERT), and then the Schools `good reputation and last
comes its `facilities like buses, libraries, computer education etc.
A comment on this foregoing paragraph seems quite appropriate. A schools effectiveness is
not dependent on its facilities alone, it is more on the over-all congeniality of
environment/climate that pervades the School that is being highlighted through these
responses from the parents. Facilities are only as good as the people who man the facilities.
The last question is in a way repetitive, just as a few others do overlap each other. As many as
928 responses say that 'the love, care and attention children receive' at LRIS is mainly
responsible for the effectiveness of the School. 'Innovations in teaching' is voted by 778
responses, 703 responses recognize the 'well qualified teachers', while 229 responses believe
that the 'small-class-norm' helps to a very great extent.
5. ALUMNI FEEDBACK
A few random observations of the alumni do corroborate the response of the parents. A few
10

are reproduced below:

Mr. Jiju George Johnson (1989-2001)
Senior, BS in Mechanical Engineering
President, International Students' Association
Milwaukee School Of Engineering, WI, USA
I was talking to my sister - Janet, and she says she couldn't adjust to the indifferent and
superficial atmosphere at her school in the UAE. I would honestly be unsurprised if she made
our mother move back to India, just to be able to attend LRIS again. I guess I would be right
in saying that you can take a person out of Little Rock, but you can't take Little Rock
out of the person's soul.
Everything is going good on my side; I'm 3 months away from graduating as a Mechanical
Engineer from the Milwaukee School of Engineering, Milwaukee. I'm yet to find out where
life will take me from there. I'd like to say thank you again for all Little Rock has given me.
Mr.Supreeth Kumar Kini (1990 1999)
B.E. (Computer Science)
Employed with Tata Consultancy Services
Currently posted and residing at Jersey City, New Jersey, USA
I have always felt that I was blessed to have studied at LRIS. This School is much ahead of its
time. Be it the classroom facilities, the transportation, the dining halls, hostels, the
laboratories, playground, or library, an attempt is being made to provide the best to the
students. Many of the things that I learnt while at school were later part of my Engineering
curriculum.
The dedication of the teachers is remarkable. Individual attention to students is an integral
part of LRIS. If there is anyway that I can contribute back to the school, I will definitely do it.
I am extremely indebted to my parents, teachers and my school, Little Rock Indian School.
Dr. Anjali Bhat (1994-1997)
BDS
Talking about the nostalgic moments, I think the three years in LRIS was a big gift to me. I
had good teachers, learnt morals and discipline and above all, friends for a lifetime.
I thank my parents for giving me an opportunity to study in such a reputed institution. I am a
doctor today, preparing for post-graduation. Im sure that Little Rock has definitely played a
role in what I am today.
Dr. Lorraine Simone Dias (1993 to 1998)
MBBS, doing MD at KMC, Manipal.
Gold Medal in Forensic Medicine.
For me, every memory of Little Rock symbolizes a great learning experience - where
knowledge was imparted with love, care and genuine interest in each student's education.

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Every moment from the buzzing in the classroom to the silence of the library, from the action
on the sports ground to the drama of the cultural days and speeches on school days, from shirt
and skirt to salwar kameez, from traveling daily on the school bus to eating together in the
mess and from day one in Class VIII to the last day in Class XII has been memorable. I am
grateful to LRIS for the guidance and encouragement I received for pursuing my goals. I am
proud to be an alumnus of LRIS.
Ms. Soumya Shekar (1987-1997)
Post Graduate in Medical and Psychiatric Social Work
Distinction at Graduate level
Strong educational background is the crux of personality development, and my school has
provided me the best of it. The school I studied has gained so much of fame. It brings in me a
real sense of pride. The teacher student relationship in Little Rock is unique. I thank my
teachers for being my guiding light and my parents for choosing Little Rock for me. I wish I
were a little girl again, to start all over againmy school days. Thank you Little Rock for
making me what I am today.
Mr. Joel Derik D'Silva (1990-1998)
BE (Computer Science), MIT Manipal
Doing Masters in Applied Information Technology at Monash University, Caulfield,
Melbourne, Australia. (3rd semester)
I remember the first day at school. I never wanted to return but had to the next and the next
and so on till I realized one day that it was time for me to give the farewell speech. I had to
say goodbye to Little Rock even though I did not want to. In between these two days I lived,
with some of the best friends I could ever make in my life. I hope Little Rock continues
nourishing the lives of every student in the same way it has nourished mine. I wish the Little
Rock Family a lot of success in all its endeavors big and small. And I always do remember the
ones who taught me to live and laugh in this tough world.
Dr. Manali Hazarika (1991-1997)
MBBS, Doing internship in KMC, Manipal
Passed MBBS with Certificate of Merit for excellent academic performance.
Little Rock means much more to me than just memories. The school has helped me shape my
personality and I know I shall carry the values that were taught to me in my formative years
forever! Little Rock is more than just about academics. It has given equal importance to the
teaching of morals which I think results in the making of a complete human being who will
make this society we live in, a better place. I have realized that being a doctor is much more
than just accumulating knowledge about your various subjects. Its a profession, which
requires one to be highly responsible and compassionate in the care of the sufferings. God
has been kind enough to give me the opportunity to serve humanity, but in order to use my
technical skills, knowledge and good humanitarian values, I humbly seek the blessings of the
Founder, Principal, Vice Principal and all my teachers of Little Rock so that I may prove to be
a great doctor some day.
Dr. Anup Mathew Joseph (1986-1998)
MBBS, Planning to do PG

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It 's been more than six years now since I left Little Rock. But memories of the times I spent
back in school are still very close to me.
Once out of school, it was a very tough and unforgiving world that I found myself in. But
thanks to the thirteen years I spent in Little Rock, I was quite prepared to face it. In my
difficult times, I still draw on the experiences I gained in those formative years of my life in
Little Rock. And now, when I see my school, Little Rock, go from strength to strength, I
cannot but feel proud to be a part of it.Thank you Little Rock, for everything.
Ms. Ranjini Mathew (1985-1998)
Bachelor of Computing (Information Technology), National University of Singapore
Software Engineer, Singapore Airlines
Part of a team that manages Enterprise IT projects
Little Rock has given me the best part of my self- my confidence and my success. I will ever
be indebted to my school, my teachers, and even my classmates, all of whom contributed to
make me what I am today. Thanks, Little Rock.
Ms. Roohi Zain (1994-1997)
Bachelor of Architecture
I still remember so clearly the day I entered the sprawling campus. I wasn't at all interested in
the entrance test that I had come for... new place, new school, new people and to top it all I
was to stay at a hostel away from my family. I had a strong feeling that if somehow I would
manage to flunk the test, then mom would have to take me to my old school. But, I passed
that test. Next followed 3 years at Little Rock, new place got familiar, new school became my
school, and new people became best friends. Though three was a lot lesser than the number of
years I spent at my previous school, here I had such a wonderful window opened out to the
world. Living in a hostel taught me how it is living outside the protected womb of the family,
how to deal with life, make your own decisions, to be confident about them, about troubles in
friendship and the numerous agonies of teenage. Time flew. I had learnt a lot, both
academically and socially, so much that at the end of it I had slowly stopped regretting my
passing that test that started it all.
Thanks Little Rock, for teaching me, for giving me knowledge, for enriching me as a person
and above all for accepting my entrance test...
Mr. Raghavendra B (1987-1997)
BE Electronics & Communication
Project Engineer, Wipro Technologies (Embedded & Production engineering)
Studying in Little Rock Indian School for 11 long years was indeed a golden opportunity in
my life. It laid a strong foundation of my life, taught me to be disciplined and to become a
true human in life. Teachers and non-teaching staff are extremely caring and very dedicated. I
wish to get back to my school days. I really miss those golden days in my life. I'm extremely
grateful to be the part of the Little Rock Indian school family. I wish you all the best in your
future endeavors. I want Little Rock Indian School to excel in each and every field.

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6. RECOMMENDATIONS
The message from the parents and alumni is loud and clear. It resounds with the plea that our
schools have to have a healthy climate that generates positive energy and good behavior
among its students. Our schools need a complete transformation. This must begin by
understanding the child's mind, and its needs. A school that is unfriendly and intimidating to
the child, is the very negation of human rights. A child is as much an individual as anybody
else. Destined as they are to play a crucial role in the life of children, Schools should be
reformed and refined, "so that we do not have to worry about reforming our prisons"
(Ruskin).
6.1: There is a crying need to humanize our schools, making them second homes for
children, a place of warmth and security, led by teachers with an ardent passion for
teaching and capable of loving and motivating their children to learn more and behave
better.
6.2 : Key government Organizations such as NCERT (National Council for Educational
Training and Research) and CBSE (Central Board of Secondary Education) should be in
the vanguard of this reform, which our schools need so very badly. Our schools should
become welcome places for children, where there is a lot of fun and laughter. The shrill,
uninhibited giggles and laughter and shouts of our children should echo in our schools.
Whimper, tears and cries should have no place in our schools. Teachers should be
foster-parents, who gently, yet firmly guide the destinies of the children in their care.
They must love and respect the children, so they would get the same in return from the
children. Teachers should not only teach their children well, they must also treat their
children well. That would make a good school, for there is no greater hope for our
country than good schools, which are effective schools, in a very real sense.
6.3: A two-pronged strategy is required. What is urgently required is an administrative and
legislative initiative to ensure violence-free schooling. Stringent laws are required to
put an end to all forms of violence on children in schools and homes. The second
strategy involves programmes to conscientise teachers to the above reforms needed in
our schools. Teacher training programmes should include curricular components giving
a vital thrust to a new schooling where love and care form the bedrock of a child's
education. Fear and punishment should have no place in a school set-up. Learning may
be rigorous, but not an ordeal in such a school. Such a one may be called a 'positively
effective school'.
Prof. Mathew C. Ninan
Principal, Little Rock Indian School
Brahmavar 576 213
Udupi Dist, Karnataka State, I N D I A
Email: [email protected]

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