Modern School, Lucknow
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Modern School, Lucknow is a pioneer of quality education. It was the first school in India and among a few in the world to be certified for ISO9002-1, on 29 May 1997. Established in 1979, a co-educational K-12 day school, is based in Lucknow, India, and run by Kapoor Education Society. From a humble beginning, The Modern is today a leading Indian educational institution.
Its patron is Mr R. K. Trivedi D. Litt., LL.D. (H.C.), former Governor of the State of Gujarat and Chief Election Commissioner of India. Its present chairman of the Advisory Board is Mr Justice D. K. Trivedi former Senior Judge of the High Court of the state of UP. Former chairman was Dr Nityanand an eminent international scientist, chairman of Indian Pharmacopia. Other members include the former Chief Secretary of the State of UP, Mr V. K. Mittal and former Chief of state police Mr I C Dwivedi, and other educationally inclined well wishers.
The Modern is also the proud recipient of the Golden Peacock National Quality Training Award for excellence in staff training.
Contact
'The Modern' School
Sector E, Aliganj,
Lucknow 226024 UP India
+91.522.2320623
+1.718.408.4344
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about the school=
t is a part of Indian and international educational history that The Modern is the first school in India, and among a few in the world, to be certified for the international Quality Management System ISO9001 since May 1997. The innovativeness of the founding management was multiplied by the creation and implementation of the KQES system - a system designed to enhance human welfare, releasing intrinsic motivations in students & teachers and finding system solutions to quality issues.
Established in 1979, The Modern, situated at Aliganj, Lucknow, India, is a co-educational K-12 day school and run by Kapoor Educational Society. Inspired by the great spiritualist Shri J Krishnamurthi, the school was founded by Mr Rakesh Kapoor, himself a teacher meditation and an educationist of repute.
Quality Policy
The Modern is committed to meet the educational needs of the students, and requirements and expectations of the students and their parents, as per the mandate of the Council for Indian School Certificate Examination, for classes Nursery to Twelfth. To implement and cause the teachers, students and parents to imbibe the KQES values of :
Learning without cramming, Discipline without fear, Excellence without distress and Relationships of unconditional regard.
The continual improvement of the quality management system in accordance with the international quality management standard ISO9001 is also ensured.
school's website
www.themodern.in[link title]
school's philosophy
faraz nomani
A Charter of Children's Rights
1. Children are born with a natural inclination to learn and to be innovative. This must be the basis of education.
2. Children are different from each other and learn in different ways. Some learn by reading, some by watching diagrams or pictures, some by listening and interacting, some by imitation of presented action. Educational institutions are duty bound to facilitate the education of all kinds of children.
3.Children have a right to enjoy learning. Adults and educators have a duty to make learning process distress free and care for children's interest in learning.
4.All human beings, including children, are born with an innate need for relationships of love and esteem, for their individuality, by other humans. They must be treated so at all times. Educators are duty bound to strive to provide such relationships for all children.
5.Society is duty bound to create institutions that provide children an opportunity to learn to live in a modern world and to explore what will suit them as life long vocation.
6.A good social group is characterized by provision of self determination by its members. Children's choices for creative / constructive activities need to be respected.
7.Children must get sufficient time at home for creative recreations and hobbies. They must not be put under unbearable mental stress through over work, or uninteresting and non-understandable teaching.
8. Children should be able to do their assignments with minimal help from adults. It is the duty of the school to make them understand and develop their skills.
9. The school's top leadership is duty bound to provide only those teachers who are trained for the above and honestly do it.
10. This charter is the way education needs to happen; we must transform our schools at the earliest.
Theory of Quality Education
1. Educators who deny dignity and self-esteem to children will smother intrinsic motivation, and increase fragmentation in the child's personality.
2. The environment of the class room and the school must be hospitable to committing mistakes by the children. If they are afraid of committing mistakes, they will not even give an honest try. And unless they try, how can they realize the reality of their knowledge or behaviour? Teachers lead the students by giving them timely and appropriate feedback
3. The culture of the school has a lasting effect on the child. The culture is the medium, its messages / massages mould the children. In Hindi it is called rang ka sang - we become as our companions are. The character and structure of the cultural environment conditions our responses and behaviour. The perceptions that the environment allows the students to build, the attitudes that they are lead to assume, the sensitivities that they are allowed to develop all these things the children learn to be aware of and value.
4. Behaviour change is education. Cramming does not improve intellectual behaviour and following of rules fearfully does not improve self-discipline. Hence the educator must aim at learning without cramming and discipline without fear, so that behaviour change may occur.
5. It is possible to design an environment that enhances intelligence, sense of self-worth and self-discipline. On the other hand it is possible to have an environment which degrades children's intelligence, sense of self- worth and self-discipline. The first kind of environment respects the child's individuality and hence improves him / her; the second kind of environment hypnotizes the child, creates inferiority complex and fragments the personality for a long-long time. To promote the first kind of change the educators have to learn how to manage and direct intrinsic motivation, and concurrently create quality learning systems and improve them.
The second kind of change is prevented by avoiding extrinsic motivation, so that the children's personalities is not pulled apart in different directions, fragmenting and degrading them; or conditioning them like animals under training.
6. Treating a child as if he is an unintelligent object or a tabula rasa, makes the child less intelligent in due course.
7. What we assume about children is likely to effect their responses. If we assume that only a few children are capable of learning and excellence, we condemn an overwhelming number of children to degradation. The school must pay attention to the learning styles and needs of all children and not use examinations as a stick to beat and control them, or as a system of filtering out wasted humans and failures the schools themselves have mostly created.
8. Each child is important. Each child can be helped to be responsible, enterprising and productive individual. If we have not inculcated in the child self confidence and skill to solve problems, we have not done a significant part of educating the child. We must implicate him into reality, with a creative attitude.
9.The students need systems of questioning, researching, discovering, team learning and rigor; so that they are intrinsically motivated and excel in learning.
Psychology of TQM
W. Edwards Deming had said that two hundred years from now, management historians will look back at us and refer to ours as the 'age of mythology'. What he meant was that the intricate systems of extrinsic motivation that we create in our organizations to manage work and learning, are unsustainable. Such motivation can not be maintained without disintegrating the person's self-esteem, personality, creativity and interest in due course.
"One is born with an innate inclination to learn and to be innovative. One inherits a right to enjoy his work (and learning)...Management that denies... dignity and self-esteem will smother intrinsic motivation...
"Extrinsic motivation is submission to external forces that neutralize intrinsic motivation. Under extrinsic motivation, learning and joy in learning in school are submerged in order to capture top grades... Under extrinsic motivation, one is ruled by external forces. He tries to protect what he has. He tries to avoid punishment. He knows not joy in learning... (There is) resignation to outside forces. It could be monetary reward to somebody, or a prize, for an act or achievement that he did for sheer pleasure and self-satisfaction. The result of reward under such conditions is to throttle repetition: he will lose intrinsic interest in such pursuits...reward under such conditions is a way out for managers that do not understand how to manage intrinsic motivation.†His system of profound knowledge: understanding of systems, statistics, theory of knowledge and psychology of intrinsic motivation; needs to be learnt and practiced by all schools.
Intrinsic motivation
When children explore and research on their own, it is a sign of good teaching. It is a sign that their minds have been facilitated to become alive, and exploration makes their minds more alive. On the other hand, merely cramming of books and notes makes a mind less alive, obsolete and dull. This is the danger of learning through cramming notes made by others or joining coaching centres.
Students use library books for reference, exploring the subjects or recreation reading. The school has well equipped central library, teacher's personal library, internet for reference and class libraries. The central library also has a large number of reference books for students and teachers. There is a special section of books which prepare children for entrance examinations to institutions of excellence after class twelve. A large number of students at Modern School get through these competitive entrance examinations every year.
Text and reference books: The school prescribes for textual reading the best available books in the market, after thorough consideration by a committee consisting of staff and outside experts. The texts must be interesting, attractively designed, have interesting problems, key words high lighted, activities detailed and guidance for teachers added. The prescribed texts for senior classes IX to XII include international standard books as to raise the standards of intellectual challenge.
school's Quality Policy
The Modern is committed to meet the educational needs of the students, and requirements and expectations of the students and their parents, as per the mandate of the Council for Indian School Certificate Examination, for classes Nursery to Twelfth. To implement and cause the teachers, students and parents to imbibe the KQES values of :
Learning without cramming,
schoool hasa problem Discipline without fear, Excellence without distress and Relationships of unconditional regard.
result07=
Results 2007 Results 2007
The school had another year of outstanding ICSE & ISE results. The total number of distinctions (80% and above) in ICSE was 225 and in ISC was-159. There were ten students in ICSE and ten in ISC who scored above 90% aggregate marks .
ISC Class XII Highlights Total students appeared: 112 (all passed) Highest: 96.75% 10 students with aggregate above 90% Total distinctions (80% & above): 188 16 students out of 41 scoring 90 & above in Comp Sc 13 students scoring 90 & above in English Highest in Mathematics: 98% by 3 students
ICSE Class X Highlights Total students appeared: 97 (all passed) Highest: 95.4% 10 students with aggregate above 90% Total distinctions (80% & above): 258 33 students out of 72 scoring 90 & above in Comp Ap 9 students scoring 90 & above in English Highest in Mathematics: 100% 19 students out of 81 scoring 90 & above in Maths
The school felicitated the meritorious students on May 26, 2007 for their commendable performance in ISC and ICSE 2007 examinations. The parents of the achievers were also honoured. Cash prizes worth Rs 4001/-each were awarded to the ISC toppers Manisha Goel (96.75%) & Manjul Vasistha (95%).ICSE toppers Kripa Agarwal (95.4%), Isha Verma (95.4%) and Mustafa Mohammad(91.2%) each were awarded Rs. 3001/-. Scholarships totaling Rs 72000/- will be distributed among all the students who scored above 90% in ICSE for two consecutive sessions.
List of students scoring 90 and above:
ISC Class XII
Overall aggregates: Manisha Goel 96.75% Manjul Vasishtha 94.75% Eshan Agnihotri 94% Priyanka Jain 93.5% Swapnil Garg 93.5% Suharsh Sanjay 93% Shubham Shukla 91.5% Harshika 90.25% Rupali Nebhwani 90.25% Madhulika Das 90%
Subject scores: Manisha Goel 99 Accounts Manisha Goel 99 Business Maths Eshan Agnihotri 98 Mathematics Manjul Vasishtha 98 Mathematics Shubham Shukla 98 Mathematics Mohit Jain 98 Comp. Sc. Eshan Agnihotri 97 Physics Manjul Vasishtha 97 Comp. Sc. Shubham Shukla 97 Comp. Sc. Harshika 97 Comp. Sc. Isha Tooteja 97 Comp. Sc. Manisha Goel 97 Economics Tarun Keswani 96 Mathematics Gyanesh Jain 96 Comp. Sc. Tarun Keswani 96 Comp. Sc. Priyanka Jain 96 Economics Rupali Nebhwani 96 Accounts Swapnil Garg 96 Accounts Priyanka Jain 96 Business Maths Rupali Nebhwani 96 Business Maths Eshan Agnihotri 95 Chemistry Eshan Agnihotri 95 Comp. Sc. Ankit Srivastava 95 Comp. Sc. Nitish Srivastava 95 Comp. Sc. Suharsh Sanjay 95 Comp. Sc. Shantanu Mishra 95 Comp. Sc. Vivek Singh 95 Comp. Sc. Manu Agarwal 95 Comp. Sc. Madhulika Das 95 Economics Swapnil Garg 95 Economics Harshika 95 Accounts Madhulika Das 95 Accounts Swapnil Garg 95 Business Maths Gyanesh Jain 94 Chemistry Manjul Vasishtha 94 Chemistry Suharsh Sanjay 94 Chemistry Tina Lalwani 94 Economics Aakriti Mehrotra 92 English Mohnish Kapoor 92 English Manisha Goel 92 English Eshan Agnihotri 92 EED Nitin Jain 92 Mathematics Mohnish Kapoor 92 Chemistry Swati Agarwal 92 Economics Priyanka Jain 92 Accounts Abhinav Verma 90 English Arpit Anand 90 English Ishan Gupta 90 English Manjul Vasishtha 90 English Romil Maheshwari 90 English Madhulika Das 90 English Priyanka Jain 90 English Tina Lalwani 90 English Ankita Mehrotra 90 English Komal Varanjani 90 English Manjul Vasishtha 90 EED Manisha Goel 90 EED Garima Dixit 90 Hindi Arpti Anand 90 Comp. Sc. Nakul Agarwal 90 Comp. Sc.
ICSE Class X Overall aggregates: Isha Verma 95.4% Kripa Agarwal 95.4% Lakshya 93.8% Anurita Mathur 93.6% Jaya Asthana 92.8% Rajesh Agarwal 92% Shubhashish Gupta 91.8% Krati Rastogi 91.2% Md. Mustafa 91.2% Asheesh Giri 90.4%
Subject scores: Isha Verma 100 Maths Anurita Mathur 98 Comp. Appl Isha Verma 98 Comp. Appl Lakshya 98 Comp. Appl Jaya Asthana 97 Hindi Ankur Kr. Vaish 97 Comp. Appl Kripa Agarwal 97 Comp. Appl Md. Asim Suhail 97 Comp. Appl Sumi Batham 97 Comp. Appl Kripa Agarwal 96 Maths Asheesh Giri 96 Comp. Appl Jaya Asthana 96 Comp. Appl Tamsil Shamsi 96 Comp. Appl Kripa Agarwal 95 EED Shubhashish Gupta 95 EED Krati Rastogi 95 Maths Prashant tendon 95 Maths Rajesh Agarwal 95 Maths Riya Tomar 95 Maths Kripa Agarwal 95 Science Lakshya 95 Science Isha Verma 95 Science Vishal Singh 95 Comp. Appl Akshay Shukla 95 Comp. Sc. Manisha Bachhani 95 Comp. Sc Kripa Agarwal 94 English Mohita Sabharwal 94 English Anurita Mathur 94 Hindi Kripa Agarwal 94 Hindi Kripa Agarwal 94 HCG Anurita Mathur 94 Maths Tushar Agarwal 94 Maths Rajesh Agarwal 94 Science Ayush Rastogi 94 Comp. Appl Abhinav Pandey 94 Comp. Appl ShubhashishGupta 94 Comp. Appl Prashant Tandon 94 Comp. Appl Pratul Singhal 94 Comp. Appl Poorvi Verma 94 Comp. Appl Kanupriya Gupta 94Comp. Appl Rajat Tripathi 94 Comp. Appl Isha Verma 92 English Jaya Asthana 92 English Lakshya 92 English Radhika Chatterjee 92 English Md. Mustafa 92 English Anurita Mathur 92 EED Isha Verma 92 EED Lakshya 92 EED Md. Mustafa 92 EED Lakshya 92 Hindi Lakshya 92 HCG Ayush Rastogi 92 Maths Mantasha 92 Maths Pratul Singhal 92 Maths Shubhashish Gupta 92 Maths Tushar Agarwal 92 Science Guru Dutt Singh 92 Comp. Appl Surabhi Yadav 92 Comp. Appl Akshay Shukla 92 Comp. Appl Mohita Sabharwal 92 Comp. Appl Mrigank 92 Comp. Appl Rajesh Agarwal 92 Comp. Appl Radhika Chaterjee 92 Comp. Appl Diksha Singh 92 Comp. Appl Md. Mustafa 92 Comm Std. Jaya Asthana 91 EED Krati Rastogi 91 EED Poorvi Verma 91 EED Rajesh Agarwal 91 EED Vishal Singh 91 EED Diksha Singh 91 EED Anurita Mathur 90 English Krati Rastogi 90 English Riya Tomar 90 Hindi Isha Verma 90 HCG Kanupriya Gupta 90 Maths Mohita Sabharwal 90 Maths Priyanka Sharma 90 Maths Sachin Agarwal 90 Maths Vishal Singh 90 Maths Md. Mustafa 90 Maths Anurita Mathur 90 Science Krati Rastogi 90 Science Md. Asim Suhail 90 Science Shubhashish Gupta 90 Science Ankit Gupta 90 Comp. Appl Aman Pankaj 90 Comp. Appl Ashwani Gupta 90 Comp. Appl Krati Rastogi 90 Comp. Appl Sanchit Rastogi 90 Comp. Appl Md.Mustafa 90 Comp. Appl Priyanshi Gupta 90 Comm. St. Zoya Ahmad 90 Comp. Sc.
campus=
The Library
The school's library is one of the largest in the city and boasts of over five thousand books right from subjects like astronomy, bio-technology, cosmology, like books by Stephen Hawkings to subjects like zoology. A recent addition has been biographies of Nobel laureates and other Indian and international greats.
Its beautiful large windows, allowing large quantities of natural lighting, and the spacious and well ventilated seating create the perfect ambience to explore the vast store of knowledge available to every student of Modern School. With special sections containing books related to various competitive examinations, like IIT, CPMT, SAT, etc, which are available to even an alumnae/pass-out of Modern School to assist in his competitive examinations preparation, contributes to the over all goal of creating successes not just in the board examinations but after class twelfth as well.
school have a big and spacious computer lab.
The Physics Lab
Just like the school’s Chemistry Laboratory, the school’s Physics Laboratory is also spacious, well lighted and equipped with best of the apparatus. Often the Physics teachers take their regular classes within the Laboratory itself to bring theory and practice together leading to better understanding and cognition of the underlying concepts.
Unlike other traditional schools the laboratory is not just used by the senior students to prepare for their board examinations but it is even used by the teachers of junior classes to demonstrate the various experiments and phenomenon read in the book. For unless what is read in the book is related to real life, there cannot be true learning.
The Chemistry Lab
Just like the school's Physics Laboratory, the school's Chemistry Laboratory is also spacious, well lighted and well equipped with best of the apparatus. Often the chemistry teachers take the regular classes in the chemistry laboratory itself, resulting in students getting exposed to both theory and practice simultaneously, leading to better understanding and cognition of the underlying concepts.
The laboratory equipment and the laboratory itself is not just used by the senior students, but is regularly used by the junior class teachers to demonstrate experiments and phenomenon to their students. For unless what is read in the book is related to real life, there cannot be true learning.
The Bio-technology Lab
Modern School was one of the first few schools who introduced bio-technology as a part of the curriculum of classes eleventh and twelfth the same year as the Council for the Indian School Certificate Examinations introduced it.
With pharmacy and health care becoming such an important industry in India and the world, bio-technology has great importance as the subject of the future. Dr. Nityanand, Ex-director Central Drugs Research Institute and Chairman Modern School’s Advisory Council, had given a talk to the students on the importance of this subject. Even a professor from National Botanical Research Institute visited the school to talk to the students of class tenth and introduce them to this wonderful subject.
principal:Miss meena kane founder:Mrs rakesh kapoor