In a quality school such as SGM Shiroiya, which essentially aims at the service and the reconstruction of the community with a basic component of academic development of its children, a warm iconic climate is set to pursue pedagogic superiority. In such an environment, its children, the parents, the educators and the community members, all come together. Lot of giving and receiving takes place in a learning environment, which accords complete and mutual respect to each other. Our school is primarily responsible for setting a caring environment, continuously working on an exemplary and successful teaching learning, extra-curricular and co-curricular practices with a decision – making model, which provides an identity for each child. Thus I believe that SGM will become a transforming place with improved goals, accountability at all levels and instructional facilities. This needs a climate of trust, collaborative framework not only at school but with parental involvement beyond school, to derive benefits for successful transformation of the child.
This transformation helps the child to move into an intimate zone with the school climate supported by the teaching community. This further creates circles of confidence and self articulation within the child. The child learns to engage in a dialogue and learns to work together. With the emergence of globalization dilution of boundaries is taking place and today’s world calls for partnerships and alliance, technological cooperation, interdependence, cohabitation, coexistence, collaboration etc. Therefore a global school system must enable the child to live together in mutual empowerment and create common good for the humanity on the basis of shared values, respecting the child and the teacher, and thus strengthening , as well as preserving the best of national cultures within the immediate biosphere that exists in this part of the world.