Leadership in LeadingLeadership in Leading School : A Workshop on School : A Workshop on

other 95% other 95% by by Professor DEBASHISH CHATTERJEEProfessor DEBASHISH CHATTERJEE Compiled and DevelopedCompiled and Developed

by by

M. S. RAHMAN,M. S. RAHMAN, PRINCIPAL, PRINCIPAL, Int’l Indian School,Int’l Indian School, Jeddah, Saudi Arabia.Jeddah, Saudi Arabia.

What Leaders Don’t Do?What Leaders Don’t Do? The don’t follow.The don’t follow. The learned forgotten to learn: The learned forgotten to learn:

fossilised. Living fossil.fossilised. Living fossil. Mental Presence.Mental Presence. Cell phone switch off - learning protocol.Cell phone switch off - learning protocol.

It blocks learning process.It blocks learning process. Healthy interaction, getting out of Healthy interaction, getting out of

Clutter.Clutter. Learning disabilityLearning disability

Lecture: End Product Lecture: End Product of an Agonising of an Agonising ProcessProcess

PreparationPreparation Attachment with professionAttachment with profession Planning: Collective incompetence.Planning: Collective incompetence. AnticipationAnticipation AnxietyAnxiety Wailing of resolutionWailing of resolution

In a 40’ Basket-Ball In a 40’ Basket-Ball GameGame

How much time we devote in dribble and How much time we devote in dribble and shootshoot

It is only 2-4 minutesIt is only 2-4 minutes It is a minuscule portion of the actual time It is a minuscule portion of the actual time

allotted/devoted for the game.allotted/devoted for the game. What you are doing rest of the time?What you are doing rest of the time? Running, jostling, balancing, outsmarting, Running, jostling, balancing, outsmarting,

outmanoeuvring, withstanding the stamina, outmanoeuvring, withstanding the stamina, jumping, using tricks of the game, planning, jumping, using tricks of the game, planning, making an strategy with winning instinct.making an strategy with winning instinct.

Unleash Conversation; I Unleash Conversation; I want want to Have Some to Have Some ConjectureConjecture Knowledge does not change you, Knowledge does not change you,

rather knowledge changes itselfrather knowledge changes itself Extraordinary skills to respond to Extraordinary skills to respond to

multiple stakeholder.multiple stakeholder. And getting burn out.And getting burn out. I want to have some conjecture…I want to have some conjecture…

Who is a Principal?Who is a Principal?

1.1. A trustee of learning community.A trustee of learning community.

2.2. A politician managing ambition, A politician managing ambition, keeping stakeholders happy and keeping stakeholders happy and fighting threats of fighting threats of survival/incumbency.survival/incumbency.

3.3. Administrator who’s feet are Administrator who’s feet are caught in details and procedural caught in details and procedural underwear.underwear.

A Principal is A Principal is a Combination all the a Combination all the ThreeThree

A thought leader. A head thinking ahead.A thought leader. A head thinking ahead. A combination of all the three.A combination of all the three. For competent/efficient Principal there is For competent/efficient Principal there is

absolutely no threat to survival. However, at times absolutely no threat to survival. However, at times survival is not only an issue rather a bullying force survival is not only an issue rather a bullying force used by the stakeholders to arm-twist the used by the stakeholders to arm-twist the Principal to toe their line. Principal to toe their line.

Diplomat managing to resolve problems. Very Diplomat managing to resolve problems. Very difficult to develop consensus. Principal has to be difficult to develop consensus. Principal has to be a diplomat, some principal feel so.a diplomat, some principal feel so.

Politician in pejorative sense. Sometimes we have Politician in pejorative sense. Sometimes we have to be politician at the cost of our conscience.to be politician at the cost of our conscience.

Restructuring the Restructuring the Definition of Principal Definition of Principal

Establish a boundary and that would be challenged.Establish a boundary and that would be challenged. Anti-incumbency is a fact of life.Anti-incumbency is a fact of life. You understand incumbency.You understand incumbency. Psychological survival.Psychological survival. Embrace uneasiness as learning community.Embrace uneasiness as learning community. Powerful space (personal space).Powerful space (personal space). We are strategic thinkers and planners.We are strategic thinkers and planners. ‘‘Strategy’ is a term borrowed from military. Strategy’ is a term borrowed from military. Failure in execution/implementation is failure of Failure in execution/implementation is failure of

strategy.strategy. Understand the nuances of the term ‘strategy.’Understand the nuances of the term ‘strategy.’ Be a different principal not routine principal.Be a different principal not routine principal.

Aspiration Role of a Aspiration Role of a Principal Principal

Quality of aspiration. Quality of aspiration. I can not be ambitious like unguided missile. Ambition is important but at what cost?I can not be ambitious like unguided missile. Ambition is important but at what cost? Onslaught of new ideas. Live knowledge.Onslaught of new ideas. Live knowledge. Camouflage: what is not happening – against professional ethics and is a case of Camouflage: what is not happening – against professional ethics and is a case of

professional dishonesty.professional dishonesty. Idea of a learner/to be a learner. No learning is formal learning. Sacred process of Idea of a learner/to be a learner. No learning is formal learning. Sacred process of

learning.learning. How to clean up the rubbish?How to clean up the rubbish? or or De-learning of rubbish.De-learning of rubbish. Meta-system is the extraordinary system of ruling the system. Meta-system is driven by Meta-system is the extraordinary system of ruling the system. Meta-system is driven by

values and belief. Understand Meta-system with clarity, phenomenal thing begin to values and belief. Understand Meta-system with clarity, phenomenal thing begin to happen.happen.

Low level of competency-survival threat.Low level of competency-survival threat. High level of competency-absolutely no survival threat.High level of competency-absolutely no survival threat. oror Keep the stakeholders happy, there is no survival threat. Keep the stakeholders happy, there is no survival threat. Absolute consensus not possible in learning. That’s how learning takes place. Find Absolute consensus not possible in learning. That’s how learning takes place. Find

median point then reach to concrete points.median point then reach to concrete points. Differences not consensus among the learned. Resolve differences by accepting and Differences not consensus among the learned. Resolve differences by accepting and

respecting it. Moderation is the mantra.respecting it. Moderation is the mantra.

Notes: Group LearningNotes: Group Learning With rigid mindset no learning takes place. Person With rigid mindset no learning takes place. Person

becomes fossilised.becomes fossilised. Trustee of learning community, a politician (touch point) Trustee of learning community, a politician (touch point)

keeping stakeholders happy fighting survival threat and keeping stakeholders happy fighting survival threat and an administrator whose feet are caught in details and an administrator whose feet are caught in details and procedural underwear. All three are inter-related procedural underwear. All three are inter-related processes that define the leadership of a Principal.processes that define the leadership of a Principal.

How to become a unique learner? Go back to your How to become a unique learner? Go back to your learning history. Decode your learning history. Otherwise learning history. Decode your learning history. Otherwise you become a fossil.you become a fossil.

Be a custodian of learning.Be a custodian of learning. Tend to learn by multi-model way. Give orientation to Tend to learn by multi-model way. Give orientation to

your action.your action. There are 100,000 There are 100,000 dendronsdendrons in a neuron. How many in a neuron. How many

neurons in human body? Memory chips and memory cells. neurons in human body? Memory chips and memory cells. You are only visionary or you are a patient of cataract. You are only visionary or you are a patient of cataract.

Just 3 (Three) Just 3 (Three) QuestionsQuestions

I am a custodian of learning-What is my learning I am a custodian of learning-What is my learning history? This question is related to the history? This question is related to the Knowledge (K)..

If I am an administrator-What is my orientation If I am an administrator-What is my orientation to action? This question is related to to action? This question is related to Action (A).

If I have to relateIf I have to relate to multiple stakeholders on to multiple stakeholders on everyday basis what is the way I usually relate everyday basis what is the way I usually relate to people? This question is related to your to people? This question is related to your resourcefulness/reaction/resourcefulness/reaction/

reason/ reason/ relation (R).relation (R).

Intellectual ModeIntellectual Mode

Culture 1. Professional culture.Culture 1. Professional culture. 2. Coffee room culture.2. Coffee room culture. Organisations do not learn. They establish Organisations do not learn. They establish

culture.culture. Individual learn. Individual has to learn.Individual learn. Individual has to learn. Hinterland of knowledge.Hinterland of knowledge. Knowledge is already created. Knowledge Knowledge is already created. Knowledge

can flow quickly depends upon the very can flow quickly depends upon the very fact that how vibrant is the learning fact that how vibrant is the learning community.community.

ActionAction My action has become random motion like sleep My action has become random motion like sleep

walkers.walkers. My action becomes contribution by breaking My action becomes contribution by breaking

random motion. Contribution is an overwhelming random motion. Contribution is an overwhelming temptation.temptation.

My action in downloading mode will not drive action My action in downloading mode will not drive action rather evoke reaction.rather evoke reaction.

Thus action requires orientation. Your action should Thus action requires orientation. Your action should evoke positive response to contribute constructivelyevoke positive response to contribute constructively

Do not be a left brain guy. The professor has got Do not be a left brain guy. The professor has got the habit of marking the same question twice the habit of marking the same question twice because he is a left brain guy.because he is a left brain guy.

What is Right What is Right Knowledge?Knowledge? With information explosion, our left brain is With information explosion, our left brain is

overstretched.overstretched. We need neuroplasticity towards a more frequent We need neuroplasticity towards a more frequent

use of the right brain. Creation and construction is use of the right brain. Creation and construction is the function of right brain.the function of right brain.

Create and construct.Create and construct. Controllable scale.Controllable scale. Engineer by default-Engineer by default-stressful and literally killing and literally killing

the potential of the boy. “Kota culture.”the potential of the boy. “Kota culture.” IIT & IIM are like emergency ward of hospital.IIT & IIM are like emergency ward of hospital. Psychosocial response. Overtly a left-brain Psychosocial response. Overtly a left-brain

concept.concept.

Both the Brains Have Both the Brains Have to to Work in Work in Tandem

Absence of imagination makes our possibilities Absence of imagination makes our possibilities limited. Thus evoke the imagination.limited. Thus evoke the imagination.

You as a Principal is the driver of learning You as a Principal is the driver of learning community.community.

Knowledge hub. Create a knowledge hub in your Knowledge hub. Create a knowledge hub in your school. School is a knowledge hub.school. School is a knowledge hub.

Principal creates a culture and not the prisoner of Principal creates a culture and not the prisoner of culture.culture.

Information to be visually represented in the Information to be visually represented in the Morning Assembly of the School i.e., music, drawing, Morning Assembly of the School i.e., music, drawing, painting, art, craft, poem, song, dance, drama etc. painting, art, craft, poem, song, dance, drama etc.

Abstract to concrete.Abstract to concrete.

Increase the Right Increase the Right Brain Brain Activity Activity

Culture: established way of doing things.Culture: established way of doing things. Humour: indirect way of bringing Humour: indirect way of bringing

information.information. Increase right brain activity. 90% of the Increase right brain activity. 90% of the

people are fertile in left brain.people are fertile in left brain. How to use communication?How to use communication? Do not cross the ethical boundary.Do not cross the ethical boundary. Diwali ka baksheesh: over my dead body. Diwali ka baksheesh: over my dead body.

Duty to DreamDuty to Dream Dream is imaginative construction of Dream is imaginative construction of

reality.reality. The God has put dreams in the hearts of The God has put dreams in the hearts of

men/women.men/women. Dreams, desire, aspirations that are often Dreams, desire, aspirations that are often

bigger than they are.bigger than they are. ““The greatness of men/women The greatness of men/women

corresponds to that of corresponds to that of painful painful discrepancydiscrepancy (PD) between the goals (PD) between the goals he/she sets for himself/herself and the he/she sets for himself/herself and the strength nature granted him/her when strength nature granted him/her when he/she came into the world.”he/she came into the world.”

--Alexander the Great.--Alexander the Great.

The Magic of The Magic of ConcentrationConcentration

““We shape ourselves to fit in this world,We shape ourselves to fit in this world, and by the world are shaped again, the and by the world are shaped again, the

visible and the invisible, working together visible and the invisible, working together in common cause to produce the in common cause to produce the miraculous. I am thinking of the way, the miraculous. I am thinking of the way, the intangible air passed at speed round a intangible air passed at speed round a shaped wing easily holds our weight.”shaped wing easily holds our weight.”

-- David Whyte on first aeroplane.-- David Whyte on first aeroplane. Cynical response.Cynical response. Physics in literature and literature in Physics in literature and literature in

Physics.Physics.

Problem of Problem of Incrementalism Incrementalism

Sand Glass.Sand Glass. Disproportionate use of right and left brain- limiting our ability to Disproportionate use of right and left brain- limiting our ability to

process information and communication.process information and communication. Higher order thinking (HOT) skills.Higher order thinking (HOT) skills. Problem of incrementalism i.e., increase in results/output that is Problem of incrementalism i.e., increase in results/output that is

what successful Principals do is the product of left brain.what successful Principals do is the product of left brain. Parroting something (stereotyped T-L) we have to see whether Parroting something (stereotyped T-L) we have to see whether

learning taking place or not.learning taking place or not. Process of learning is important. Thus, instead of focussing on Process of learning is important. Thus, instead of focussing on

results alone we need to focus on the process of curriculum results alone we need to focus on the process of curriculum transaction to ensure learning in classrooms. Home is the logical transaction to ensure learning in classrooms. Home is the logical extension of School. extension of School.

A great peripheral vision. Instead have soft eyes. Look at A great peripheral vision. Instead have soft eyes. Look at flowers. Flowers look at me.flowers. Flowers look at me.

Brain constructs.Brain constructs. Brain unleashes evocatory sensory reflection.Brain unleashes evocatory sensory reflection.

Intellect, Mind and Intellect, Mind and SenseSense Intellect-Grandmother.Intellect-Grandmother.

Mind/mental forces-Mother.Mind/mental forces-Mother. Sense-Child.Sense-Child. The art and science of being.The art and science of being. Concentration is the ability to focus on simple Concentration is the ability to focus on simple

thoughts.thoughts. Intellect is the faculty in us. It is the ability to hold Intellect is the faculty in us. It is the ability to hold

mind’s current occupation, to hold mental and mind’s current occupation, to hold mental and emotional waves, a subtle aspect of functioning.emotional waves, a subtle aspect of functioning.

Cultivate intellect.Cultivate intellect. Turbulent mind. Restless mind.Turbulent mind. Restless mind.

Governing PrincipleGoverning Principle Grow virtues.Grow virtues. Gandhi’s throwing of shoe is an Gandhi’s throwing of shoe is an

intelligent act.intelligent act. Function of intellect to be activated, to be Function of intellect to be activated, to be

developed to govern the tendency of developed to govern the tendency of mind.mind.

Go against popular demand.Go against popular demand. Schizophrenia and Success. Systemic Schizophrenia and Success. Systemic

Success.Success. Discovering and developing.Discovering and developing. Discriminating faculty of mind.Discriminating faculty of mind.

Brain PowersBrain Powers

Imagination. E.g., Poets.Imagination. E.g., Poets.

Concentration. E.g., Einstein.Concentration. E.g., Einstein.

Memory. E.g., Shakuntala Devi.Memory. E.g., Shakuntala Devi.

Will Power. E.g., NapoleonWill Power. E.g., Napoleon

Liberating EducationLiberating Education

A spirit moves.A spirit moves. John Harvard walks the yard.John Harvard walks the yard. The books stand open and the gates The books stand open and the gates

unbarred.unbarred. Centre of learning and centre of Centre of learning and centre of

excellence.excellence. Ignite the mind, kindle the passion Ignite the mind, kindle the passion

for learning.for learning.

Make Decision Based on Make Decision Based on your Intellect not on your your Intellect not on your AddictionAddiction

Scrap. Scrap. Trap.Trap. Response –Stimulus mode.Response –Stimulus mode. 15 minutes to write answer. This is the 15 minutes to write answer. This is the

time the brain takes to process answers.time the brain takes to process answers. Take out performance anxiety.Take out performance anxiety. There are many methods of conveying There are many methods of conveying

the facts.the facts. Danger of being co-opted with Danger of being co-opted with

unnecessary things.unnecessary things.

EmotionsEmotions Legitimate emotions (examples only): Legitimate emotions (examples only):

generosity, love.generosity, love. Illegitimate emotions (examples only): jealousy, Illegitimate emotions (examples only): jealousy,

anger.anger. Schemata of emotions: intellect as governing Schemata of emotions: intellect as governing

principle can detect higher order emotions.principle can detect higher order emotions. Feelings + Facts = Memory.Feelings + Facts = Memory. Facts can fail. Feelings and emotions never fail.Facts can fail. Feelings and emotions never fail. Emotional context of learning. Give it a try.Emotional context of learning. Give it a try. Teacher-drab, dry making T-L mechanical and Teacher-drab, dry making T-L mechanical and

monotonous. Work out emotional context of monotonous. Work out emotional context of learning.learning.

Nuances of emotion (example only): Nurse Nuances of emotion (example only): Nurse wanted to propose the doctor. Doctor, do you wanted to propose the doctor. Doctor, do you see in my eyes? Yes. Incidence of cataract. see in my eyes? Yes. Incidence of cataract.

Emotions…Emotions…

Ponytail.Ponytail. Emotional frequency.Emotional frequency. Many of we suffered because we Many of we suffered because we

could not identify problem.could not identify problem. Connect right word with right feeling.Connect right word with right feeling. Immune to falling in love-Professor of Immune to falling in love-Professor of

management.management.

On SilenceOn Silence

““The Circle of Love”.The Circle of Love”. Wordless conversation.Wordless conversation. Womb of all spoken and heard.Womb of all spoken and heard. Flow river of intelligence.Flow river of intelligence. Unspoken truth of universe.Unspoken truth of universe. Only numbing silence connect heart to heart.Only numbing silence connect heart to heart. Words return to their essence.Words return to their essence. Noisy rivers merge with ocean.Noisy rivers merge with ocean. Original voice of life.Original voice of life. All other noises of the world are echoes.All other noises of the world are echoes.

Frame and FrameworkFrame and Framework

Not iron frame.Not iron frame. Matrix.Matrix. Patterned old.Patterned old.

Framework: Framework: Success is a frameSuccess is a frame. . Stability and order is the framework.Stability and order is the framework.

Chaotic system.Chaotic system. Mind is pretty binary.Mind is pretty binary. Suppress and express.Suppress and express.

News : EmotionsNews : Emotions News: so many people killed by terroristNews: so many people killed by terrorist A – where is law and order?A – where is law and order? B – Go and kill some more.B – Go and kill some more. C – Oh my God! Another 20 people C – Oh my God! Another 20 people

killed. Let me see past history.killed. Let me see past history. D – Oh my God! Another 10 people D – Oh my God! Another 10 people

killed. I will killed. I will help and send and send money for them.money for them.

Break the FrameBreak the Frame Process of knowing is liberating.Process of knowing is liberating.

Break the frameBreak the frame. No doubt frame gives . No doubt frame gives us a unique success story.us a unique success story.

Extraordinary recipe.Extraordinary recipe. Discern ecology.Discern ecology. Dominant pattern.Dominant pattern. Understand organisation differently.Understand organisation differently. Dominant pattern-(successful) Principal (like you) Dominant pattern-(successful) Principal (like you)

in action.in action. Mountain-touch the affective domain in Mountain-touch the affective domain in

organisation.organisation.

Support the Change Support the Change Process Process

Emotion: do not allow to surface but act Emotion: do not allow to surface but act and deliver.and deliver.

Principal as principal not like a father- a Principal as principal not like a father- a problem.problem.

Learned behaviour.Learned behaviour. Emotional content is deep.Emotional content is deep. Not erotic love just a gesture.Not erotic love just a gesture. Touch the emotional chord.Touch the emotional chord. Supporting the change Supporting the change

process.process.

Touch the Emotional Touch the Emotional Chord Chord

Touching the emotional Touching the emotional chordchord e.g., Gandhi, intelligence e.g., Gandhi, intelligence chord e.g., Nehru.chord e.g., Nehru.

How to emote changes?How to emote changes? Standard operating pattern.Standard operating pattern. Success at what cost? Then success Success at what cost? Then success

is also a waste.is also a waste. Medium of analysis.Medium of analysis.

Change the Frame Change the Frame and and Work Wonder Work Wonder

Behaviour getting stuck.Behaviour getting stuck. Meta-system which is driving our behaviour. Meta-system which is driving our behaviour.

Depiction/portrayal: “Tare Zamin Par” (every Depiction/portrayal: “Tare Zamin Par” (every child is special).child is special).

Married by default not by design. Breaks Married by default not by design. Breaks prematurely.prematurely.

Contribute through knowledge.Contribute through knowledge.

Change frame and work wonderChange frame and work wonder.. Explain in action frame.Explain in action frame. Reframe reality. Decode framework.Reframe reality. Decode framework.

Attack the Attack the MindsetMindset

Understanding ecological frame.Understanding ecological frame. No hierarchy (in organisational chart)-No hierarchy (in organisational chart)-

only interdependence.only interdependence. Mind: devil and brilliant; idiot and divine.Mind: devil and brilliant; idiot and divine. Principal: Richest custodian of wealth i.e., Principal: Richest custodian of wealth i.e.,

human wealth.human wealth. Knowledge is shifted. You are shifting.Knowledge is shifted. You are shifting. Attack the mindset.Attack the mindset. Principal is the master frame. Break it.Principal is the master frame. Break it.

Emotions, Thoughts, Emotions, Thoughts, Ideas, Ideas, Some Tips… Some Tips…

Poet’s intelligence.Poet’s intelligence. Silence.Silence. Human source and human resource.Human source and human resource. See underneath of darkness.See underneath of darkness. Resource crunch everywhere.Resource crunch everywhere. Our creative instinct has become Our creative instinct has become

dormant.dormant. Enthusiasm in school.Enthusiasm in school.

Emotional CapitalEmotional Capital

Ph. D. (well qualified ignoramus) Ph. D. (well qualified ignoramus) does not guarantee passion for does not guarantee passion for teaching.teaching.

School School connectivityconnectivity Community. Community. Emotional capital as organisational Emotional capital as organisational

transformation and change.transformation and change. Emotions are not blind forces.Emotions are not blind forces.

Emotional MusclesEmotional Muscles Episode of throwing of Gandhi out of train Episode of throwing of Gandhi out of train

(example of British arrogance, anger, intolerance (example of British arrogance, anger, intolerance - all negative emotions).- all negative emotions).

Anger transformed to Anger transformed to higher order higher order emotionsemotions (determinism to fight the British (determinism to fight the British evil) by self absorbing anger (an emotion).evil) by self absorbing anger (an emotion).

Contrary emotions gives rise to different Contrary emotions gives rise to different dimensions in action.dimensions in action.

Philosophy of inclusion (Gandhi saw a mother and Philosophy of inclusion (Gandhi saw a mother and a child leaving the station and his helplessness in a child leaving the station and his helplessness in the station thrown and left alone).the station thrown and left alone).

Subtle Aspect of Subtle Aspect of EmotionsEmotions

Ignite fear/hatred leads to fearlessness Ignite fear/hatred leads to fearlessness (surmounting the fear).(surmounting the fear).

Fear paralyses action.Fear paralyses action. Formal power (British Govt.) and natural power ( Formal power (British Govt.) and natural power (

power of the people with Gandhi).power of the people with Gandhi). Integration of emotion. Transform lower level of Integration of emotion. Transform lower level of

emotions to higher level of emotions. e.g., emotions to higher level of emotions. e.g., jealousy to generosity; hatred to lovejealousy to generosity; hatred to love

Fragile person-Gandhi. Churchill named him a Fragile person-Gandhi. Churchill named him a sadist fakir.sadist fakir.

Subtle aspect of emotion. e.g., Gandhi’s offering Subtle aspect of emotion. e.g., Gandhi’s offering other cheek.other cheek.

Worst possible emotions Worst possible emotions convertconvert best best possible emotions. possible emotions.

Emotion and Emotional Emotion and Emotional Intelligence Intelligence

Evoke positive emotions.Evoke positive emotions. Fight against the anger and do not evoke Fight against the anger and do not evoke

anger.anger. Understand power of emotions, not to Understand power of emotions, not to

destroy, not to kill rather to create and to destroy, not to kill rather to create and to construct.construct.

Gandhi - the leader of the millennium.Gandhi - the leader of the millennium. Created emotion out of nothing.Created emotion out of nothing. Truth does not die, love does not fail.Truth does not die, love does not fail.

Blooming of a Generation

To me ‘education is making of a man/woman and more so To me ‘education is making of a man/woman and more so making of a generation.’making of a generation.’

We are in man/woman making business.We are in man/woman making business. How to grow a fine human being in a child is a challenge. How to grow a fine human being in a child is a challenge. Making of a man/woman in terms of helping/training Making of a man/woman in terms of helping/training

him/her to realise his/her fullest potential in order to give a him/her to realise his/her fullest potential in order to give a meaning to his/her life.meaning to his/her life.

““We should be aware of the fact that as head of the We should be aware of the fact that as head of the institution we are sitting at the top of the emotional institution we are sitting at the top of the emotional landmine. Before it bursts we should have a clear landmine. Before it bursts we should have a clear understanding and knowledge of the emotional dimensions understanding and knowledge of the emotional dimensions of our younger generation. It requires emotional sensitivity of our younger generation. It requires emotional sensitivity and emotional intelligence/acumen on our part while and emotional intelligence/acumen on our part while tackling and shaping the raw emotions of our children in tackling and shaping the raw emotions of our children in order to allow them to bloom as a fine human being order to allow them to bloom as a fine human being besides training their mental and emotional faculties along besides training their mental and emotional faculties along with inculcation of finer life skills (values) so as to realise with inculcation of finer life skills (values) so as to realise one’s fullest potential through quality education.”one’s fullest potential through quality education.”

--M. S. --M. S. Rahman.Rahman.