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Dear Parents and Guardians:

Greetings from the Bodhi family! We hope this newsletter finds you and your family in good health and high spirits.

February has been an exciting month for our school community. We have had numerous activities and events that have enriched our students' learning experiences. Here are some highlights from this month:

  1. Founders Day Celebrations: After the sports day in January, we had the founders day celebration on February 2nd, with Bodhi stepping into its tenth year of operations. Our students enjoyed fun-filled Founders Day celebrations with interesting activities.

  2. International Mother Language Day: On February 21, we celebrated International Mother Language Support Day. Our primary school learners recognised the importance of preserving and promoting linguistic and cultural diversity. Our students shared their diverse linguistic and cultural backgrounds through various activities and presentations.

  3. Board and Segment 2 Examinations: Our CBSE and Cambridge Grades 10 and 12 students have started writing their final board examinations after completing their practicals and orals. Middle and secondary learners have started their segment 2 examinations from the last week of February. Teachers devised an elaborate revision plan by giving them adequate worksheets and tutorials( full-length practise papers). Our year 5 PYP learners are preparing for their exhibition, and the remaining grade level learners are preparing for the student-led conferences.

  4. Mardi Gras: As a school that has international mindedness at its core and respect for cultures all over the world, our French department organised a whole school Mardi Gras, aka Fat Tuesday. It all started with a parade of students, after which the student body explained the significance of the celebration.This was followed by the sharing of French food( thanks to our supportive parent body) brought by all learners. The smiles on the faces of learners having an informal gathering in the school greens were a testimony to the success.

  5. Healthy Choice: Health as a Choice As our learners embark on their short break before the commencement of the next academic year, I would like to share a few practises we follow in our dining hall.

    1. Fruit first: Having a fruit before the meal

    2. Drink your food and chew your water.

If you want to learn more, ask your ward.Please follow the same practise in your dining hall.

Looking ahead, we have some exciting events planned for March, such as the Gujarat trip for grades 6–12 and opening our doors for the next academic year on March 22. There are few seats open for admissions across grades; please pass this message around, and our admissions team will be glad to guide those seeking admission. We encourage you to stay updated with our school's upcoming events by following our social media pages and checking our school website.

Thank you for your continued support.

Brahmam Bodhi.

Mr. Chander Dev



#MSLTA Tennis Hub 17th Ramesh Desai National tennis tournament 2023, the tournament in which Vivaan has won 120 players across India.

Bravo Young Champion, Vivaan Mirdha! Bodhi Family is super proud of your achievement. Congratulations to you and your coach Mr Pradumn Buddhiraja.

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Congratulations Anmol Khare! The II Runner Up in The Science Quiz Contest organized by The Defence Laboratory of India.

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Congratulations Hitansh Agarwal - Winner of Online Global Math Challenge.

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IOEL - English Olympiad Round 1, State Level Winners


Silver and Bronze in Mewar Karate League

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10th Founder's Day Celebration - Students v/s Teachers Soccer Match

Mardi Gras

The French festival Mardi Gras or ‘Fat Tuesday’ takes place annually on the Tuesday before Ash Wednesday. On this day, people eat delicious food in abundance as they begin a 40-day Lenten fast the next day.

in the same spirit to encourage intercultural appreciation, celebrated Mardi Gras in Bodhi Fashion on February 21, 2023, at Bodhi Greens. Students of Grades 1 to 9 carried their picnic baskets filled with Bodhilicious Croissants, Pastries, Beignets, Gaufres, and enjoyed the treats with their friends.

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King’s cake ( le gâteau du roi) by Sia Anand 7A



Show and tell is one of the best ways to improve communication skills.Under the unit How we express ourselves Children of buds showcased their communication skills in Show and tell activity. They expressed their feelings and thoughts about their favourite toy. They were confident and very vocal as they were excited about their favourite toy.


Metamorphosis Programme - This is the time when soon our children will be moving to the primary phase . The Metamorphosis programme is carefully curated to facilitate this transition. Under this program a session was planned where a Hindi subject specialist from the primary phase came and interacted with the students. She came with a session which involved a very new learning. She also in a very fun filled and playful manner checked the previous learning of the students and was delighted to see the readiness of the students for the next grade. Such sessions will surely help them to get easily adjusted with the new phase.

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Grade 1

Symmetry- Hands-on activities let the students' minds grow and learn based on the experiences and the environment they are exposed to. Learners were taught the concept of symmetry in collaboration with Art.

Symmetry is an important concept in art. Artists play with symmetry in various ways to affect the look and feel of their work.

Learners of grade 1 created symmetrical designs using different primary and secondary colours that allowed them to play with symmetry and art together.

Grade 2

Field Trip-

Field trips provide authentic, hands-on experiential learning opportunities where students can connect what they are learning in the classroom, in a real world context. Grade 2 went on a Field trip to the Fresh n Green departmental store to provide our students with the opportunity to learn about how marketplaces work and supply goods to consumers.

Poster Making-

Grade 2 students took the ownership of making posters to make people around them aware about their responsibilities to save or protect the landforms, under the Transdisciplinary theme ‘Where We Are in Place and Time’.

Grade 4

Math Flip Classroom-

Students shared and presented their understanding on the data handling and explained details about surveying, collecting,and presenting the data in different graphs like line graph, bar graph, tally mark, pictograph etc. The presentation was followed by a quiz based on the same and a class engagement to know their learning on the concept.

FIELD TRIP- “Knowledge is gained through first hand experience”



Web application development allows web-based projects to function and behave like mobile applications. Web applications prioritize responsive interactions with users while still delivering content through a network and the internet.

In the middle month of January and February we started to provide practice of web app development using platform during our robotics sessions. is a nonprofit dedicated to expanding access to computer science in schools and increasing participation by young students from other under represented groups. Our vision is that every student in our school has the opportunity to learn computer science, just like Science , Math and EVS.

This month our Learners made their application using Log in option.

All learners created an application which was initially asking for valid username and password, if credentials match then only user will move to home page and will be able to access other options as well else application would show a message to put your credentials correctly.

Learners designed swiggy, zomato, e-cart kinds of applications. Here are some pictures while our grade 6th to 8th are working on .


Grade 6 - News Report

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The play entitled, “On the Face of It” written by Susan Hill deals with the issues of the disabled people. The play is about the friendship between an old man and a young boy who is withdrawn and defiant. Both of them had some physical impairment, but the outlook of each of them towards life in general and people in particular was very different.


Derry: A young boy

Mr. Lamb: An old man

Mother: Derry’s Mom


Mr Lamb’s Garden, Derry’s footsteps are heard as he walks slowly and tentatively through the long grass. He comes round a screen of bushes, so that when Mr Lamb speaks to him, he is close at hand and Derry is startled.

MR LAMB: Mind the apples!

DERRY: What? Who’s that? Who’s there?

MR LAMB: Lamb’s my name

MR LAMB: That’s all right What are you afraid of, boy? That’s all right.

DERRY: I thought it was empty house

DERRY: [Panic] I’ve got to go.

MR LAMB: Not on my account. I don’t mind who comes into the garden. The gate’s always open

DERRY: [Angry] You were watching me.

DERRY: You don’t know who I am.

MR LAMB: A boy. Thirteen or so.

DERRY: Fourteen. [Pause] But I’ve got to go now. Good-bye.

MR LAMB: Nothing to be afraid of. Just a garden. Just me.

DERRY: But I’m not.... I’m not afraid. [Pause] People are afraid of me.

MR LAMB: What do they think, then?

DERRY: I don’t like being with people. Any people.

MR LAMB: I should look at it.... I should say, you got burned in a fire

DERRY: Not in a fire. I got acid all down that side of my face and it burned it all away. It ate my face up. It ate me up. And now it’s like this and it won’t ever be any different

MR LAMB: There’s nothing God made that doesn’t interest me. There’s nothing God made that doesn’t interest me.

DERRY: We’re not the same

MR LAMB: I’m old. You’re young. You’ve got a burned face; I’ve got a tin leg. Not important. You’re standing there.... I’m sitting here. Where’s the difference?

DERRY: Why have you got a tin leg?

MR LAMB: Real one got blown off, years back. Lamey-Lamb, some kids say. Haven’t you heard them? You will. Lamey-Lamb. It fits. Doesn’t trouble me.

DERRY: But you can put on trousers and cover it up and no one sees, they don’t have to notice and stare. Like my face.

DERRY: No one’ll kiss me, ever. Only my mother, and she kisses me on the other side of my face, and I don’t like my mother to kiss me, she does it because she has to. I don’t care if nobody ever kisses me.

MR LAMB: Ah, but do you care if you never kiss them.

DERRY: What?

MR LAMB: Girls. Pretty girls. Long hair and large eyes. People you love.

DERRY: Does your leg hurt you?

MR LAMB: Tin doesn’t hurt, boy!

DERRY: When it came off, did it?

MR LAMB: Certainly.

DERRY: Yes, but...

DERRY: But....I like it here. I came in because I liked it.... when I looked over the wall.

MR LAMB: If you’d seen me, you’d not have come in.



DERRY: I don’t like being near people. When they stare.... when I see them being afraid of me.

MR LAMB: You could lock yourself up in a room and never leave it. There was a man who did that. He was afraid, you see. Of everything. Everything in this world. A bus might run him over, or a man might breathe deadly germs onto him, or a donkey might kick him to death, or lightning might strike him down, or he might love a girl and the girl would leave him, and he might slip on a banana skin and fall and people who saw him would laugh their heads off. So he went into this room, and locked the door, and got into his bed, and stayed there.

DERRY: For ever?

MR LAMB: For a while.

DERRY: Then what?

MR LAMB: A picture fell off the wall onto his head and killed him.

[Derry laughs a lot]

MR LAMB: You could tell me your name.

DERRY: Derry. Only it’s Derek....but I hate that. Derry

DERRY: I might never come here again, you might never see me again

MR LAMB: Why not?

DERRY: I’d like a place like this. A garden. I’d like a house with no curtains.

MR LAMB: The gate’s always open.

DERRY: So I could come here again? Even if you were out.... I could come here.

DERRY: Did you get your leg blown off in the war?

MR LAMB: Certainly.

DERRY: How will you climb on a ladder and get the crab apples down, then?

MR LAMB: Oh, there’s a lot of things I’ve learned to do, and plenty of time for it. Years. I take it steady.

DERRY: If you fell and broke your neck, you could lie on the grass and die. If you were on your own.

MR LAMB: I could.

DERRY: You said I could help you.

MR LAMB: If you want to.

DERRY: But my mother will want to know where I am. It’s three miles home, across the fields. I’m fourteen. but they still want to know where I am.

MR LAMB: People worry.

DERRY: People fuss.

MR LAMB: Go back and tell them.

DERRY: Once I got home, they’d never let me come back.

MR LAMB: Good excuse not to come back. And you’ve got a burned-up face, and that’s other people’s excuse.

DERRY: [Quietly] No. You don’t. I like it here.

[Pause. Derry gets up and shouts.]

I’m going. But I’ll come back. You see. You wait. I can run. I haven’t got a tin leg. I’ll be back.

[Derry runs off. Silence. The sounds of the garden again.]


Derry’s House

MOTHER: You think I don’t know about him; you think. I haven’t heard things?

DERRY: You shouldn’t believe all you hear.

DERRY: What are you afraid of? What do you think he is? An old man with a tin leg and he lives in a huge house without curtains and has a garden. And I want to be there, and sit and....listen to things.

MOTHER: Listen to what?

DERRY: Bees singing. Him talking.

MOTHER: And what’s he got to say to you?

DERRY: Things that matter. Things nobody else has ever said. Things I want to think about.

MOTHER: Then you stay here and do your thinking. You’re best off here.

DERRY: I hate it here.

MOTHER: You can’t help the things you say. I forgive you. It’s bound to make you feel bad things....and say them. I don’t blame you

DERRY: I’m going back there. Only to help him with the crab apples. Only to look at things and listen. But I’m going.

MOTHER: You’ll stop here.

DERRY: Oh no, oh no. Because if I don’t go back there, I’ll never go anywhere in this world again.

[The door slams. Derry runs, panting.] And I want the world....I want it....I want it....

[The sound of his panting fades.]


Mr. Lamb’s Garden [ Garden sounds: the noise of a branch shifting; apples thumping down; the branch shifting again.]

Mr Lamb’s Garden [Garden sounds: the noise of a branch shifting; apples thumping down; the branch shifting again.]

MR LAMB: Steady....that’s.... got it. That’s it... [More apples fall] And again. That’s it.... and.... [A creak. A crash. The ladder falls back, Mr Lamb with it. A thump. The branch swishes back. Creaks. Then silence. Derry opens the garden gate, still panting.]

DERRY: You see, you see! I came back. You said I wouldn’t and they said.... but I came back, I wanted.... [He stops dead. Silence.] Mr Lamb, Mr....You’ve..... [He runs through the grass. Stops. Kneels] Mr Lamb, It’s all right.... You fell....I’m here, Mr Lamb, It’s all right.


I came back. Lamey-Lamb. I did.....come back.

[Derry begins to weep.]

Should printed textbooks be replaced with audiobooks in school-based teaching-learning?

Imagine a classroom where all students have their headphones plugged in and devices in front of them. Or a classroom where a recording is simply being played. Do you think this kind of learning would be best for your child? The real question here is: should audiobooks be used for teaching in schools? Some people say that audiobooks are beneficial for students in school. Others say that audiobooks are distracting for students.

Some individuals think that audiobooks are favorable in school because they improve the listening skills of students and model good interpretive reading. They argue that audiobooks are more convenient: listening to a chapter with proper pronunciation and simultaneously writing down notes is much easier than reading and writing, and that the accessibility of audiobooks poses an advantage because it’s simpler.

Audiobooks have several disadvantages when it comes to school-based teaching.

For example, students may have trouble understanding the audio. For some students, it might be too slow, while for others it may be too fast. They may not understand the accent, and it’s possible that the audio starts buffering, wasting precious learning time. Another setback of using audiobooks is that students cannot access their books if there is no power or if their device is not charged. Buying devices for all students is expensive and unnecessary for schools.

Furthermore, students’ minds are also distracted when they listen to audiobooks. Imagine having to sit still, without even the barest movement of flipping a page, listening to someone drone on endlessly while trying to stuff all that information in your brain. Sounds monotonous, doesn’t it? Amidst all this monotony, you’ll want to tap your fingers and zone out or just do something. An investigation by Frontiers in psychology proves that our minds are distracted while listening to audio. Using 3 excerpts from Bill Bryson's science book A short history of everything researchers tested for mind-wandering. Participants read one excerpt silently, the second aloud, and listened to the third. Mind-wandering was measured by a pop-up that appeared on the participants' screens from time to time, asking if they’d been paying attention. The psychologists found that the minds of those listening to the excerpt wandered remarkably more than those reading it silently and those reading it aloud. This means that students will be more engaged and attentive when they are asked to read aloud, or even silently, than when they listen to an audiobook. Not only that, but students would be prone to getting bored and would multitask, missing out on vital information.

Moreover, students retain less information and inaccurately answer questions when they listen to texts. The same study found that those who listened to the excerpt scored less on a short quiz of true or false questions than those who read it. Researchers also found that those who listened to the excerpts were less interested in them. This proves audiobooks will not be as helpful to students who need to memorize for exams, lowering their scores.

For all these reasons I believe that audiobooks are not suitable for school-based teaching-learning. The evidence proves students’ minds are forgetful, disinterested, and bored when listening to the audio, which can impact students' grades. It also proves that reading aloud is the best way to engage students, so if classroom discussions are encouraged then those who can not read will not have to worry about missing information. After pondering over this debatable question, I believe that audiobooks are not acceptable for school-based teaching-learning.


Writing, directing and presenting a theatrical production/One act play


English CORE XII (Code No. 301)



The final assessment of the skills is done on the basis of parameters suggested by the Board.

These projects are done as a team. These have involved planning, preparation and presentation. In short, various language skills are being utilized. There were researching, discussion, writing the script, auditioning and ultimately producing the play. The project ended with a presentation and subsequently a viva. Teacher was able to assess the core language skills of the students and helped them grow as 21st century critical thinkers.

The following topics from their course book were opted for their presentations:




Science Practical Assessment Grade 6 to 8

Science practical exam is an integral part of the assessment process for students. The practical exams are conducted to assess a student’s practical and laboratory skills in the Science subject. The practical exams were conducted in the school laboratory, under the supervision of the teacher.

The practical exams typically consist of hands-on experiments and projects that students have undertaken during the academic year. The marks obtained in the practical exams are combined with the theoretical exams to arrive at the final result for the subject. The practical exams are designed to give students the opportunity to apply the theoretical concepts they have learned in a real-life setting and to develop their practical and laboratory skills.

Revision Sessions with Grades 6-8

Science- Flipped Classroom Learning Style


The students of grade 7 were recently exposed to a new style of learning- Flipped classroom. The students learned the topic “Ecosystems” and were asked to select any one of the four units in the chapter, and present it for flipped classroom. The students got to choose what topic they want to present on and made presentations related to their topic.

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These were the units:

4.1 The Sonoran desert

A desert in Arizona, which has its own unique ecosystem. Students learned about the different animals that live there and how it is affected by the non-living part of it.

4.2 Different Ecosystems

The learners learned about different ecosystems like the mangrove forest, and also artificial ecosystems like rice paddy. It widened their knowledge and also made them learn about how different animals have different adaptations to survive in their ecosystems.

4.3 Intruders in an ecosystem

This topic widely discussed about invasive species in an ecosystem and their impact on the ecosystem.

4.4 Bioaccumulation

Bioaccumulation is a huge problem in nature. Students learned about DDT (Dichloro-Diphenyl-Trichloroethane) and how bioaccumulating / collecting in an animal’s body is a huge problem which needs to be stopped or at least reduced.

Grade 6 – Students while learning and performing practicals were exposed to Laboratory equipments used in Biology, Chemistry and Physics Labs, adding up to their learning they came up with creative ideas and using fevicryl mouldit clay, students made amazing equipments and presented their learning to the entire class.

Grade 6B – Kabir Malviya

Biology Practical Grade 9

Biology is a practical science. Practical activities are not just motivational and fun: they also enable students to apply and extend their knowledge and understanding of biology in novel investigative situations, which can aid learning and memory, and stimulate interest.

The objectives of biology practical are to:

  • develop practical skill for better understanding through first-hand experience;

  • demonstrate the principles covered in the theory;

  • develop observational skill in the form of identifying and locating desired parts in specimen;

  • develop manipulative skills in arranging and handling the apparatus and instruments and taking readings on them;

  • collect material and to mount it and to develop skill in preserving biological material and specimens;

  • draw, label and record experimental results and interpret them;

Through practical work, not only the theoretical concepts are tested but also it trains learners in the scientific method.

Chemistry lab annual assessment

During the annual assessment AO3 Experimental skills and investigations (of 0620/52) were assessed of the students of grade 9, which were oriented towards following objectives.

Candidates should be able to:

• demonstrate knowledge of how to select and safely use techniques, apparatus and materials (including following a sequence of instructions where appropriate)

• plan experiments and investigations

• make and record observations, measurements and estimates

• interpret and evaluate experimental observations and data

• evaluate methods and suggest possible improvements.


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The French department has had a busy month with several notable events taking place. One of the highlights was :

French in School Affiliation with Alliance Francaise(jaipur) & Instutut Francais India(IFI)

The school has signed the contract for “French in School’’ programme with the French Institut in India in collaboration with alliance française Jaipur .
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A good opportunity for students

This agreement will allow students to participate in cultural programs with schools in France. It will also allow our learners to take part directly in the DELF examinations from A1 to B2 level.

The program is designed to provide students with a comprehensive understanding of the French language and culture.

What is Delf ?

The DELF (Diplome d’Etudes en Langue Francaise) is an official diploma awarded by the French Ministry of Education to certify the French language competency.

The diploma is valid for life and recognised all around the world. To obtain them, you must take the Delf examinations, which assess your communication skills in real situations using authentic documents.

Our learners now will be able to take benefit of reduced prices if they want to opt for the examinations.

One of the 2 schools in Rajasthan and Only school in Jodhpur which has alliance with French Embassy(IFI) & Alliance francaise Jaipur

The signing of the contract was a momentous occasion, with representatives from the French Embassy & attachée Marilyne Laydin and our school Dirctor Ms. Nitu Bothra. The ceremony was marked by speeches from both parties, highlighting the importance of language learning and cultural exchange in today's globalized world. The signing of the agreement represents a significant step forward for the school's French department, which is committed to providing students with a well-rounded and globally focused education.

Throughout the month, we covered various interesting and stimulating topics, including French grammar and vocabulary, as well as French culture and history. We also engaged in several interactive learning activities to help us reinforce our learning, such as French Projects making, reading exercises, and Teaching learners writing skills.

One of the highlights of the month was our study of French cuisine, which gave us the opportunity to learn about the diverse and delicious dishes that are an integral part of French culture. We also had the chance to try some French delicacies and put our vocabulary into practice by describing the taste and texture of different foods.

In addition to our regular classwork, we also participated in a French-themed cultural events, where we watched a French films and Also we enjoyed some French Dishes on the occasion of “Mardi Gras”. This event was a great way to immerse ourselves in the language and culture, and it helped us to develop our French thinking and skills in a relaxed and enjoyable setting.

In addition to these two events, the French Department has also been busy with a range of other activities, including planning for the upcoming academic year filled with more activities and learning.

The department remains committed to promoting cultural diversity and international understanding among the school community, and looks forward to another productive month ahead.


BIS French Department


Exam Mania

At the start of the Month of February, all Educators were focusing on finishing each subject's course, so the Math Department also got ready to speed up with the course. Math Department planned flipped lessons for all grades 6th to 9th for effective revision as they all have their segment 2 exams from 25th Feb 23 till 4th March 23.

All grades were provided enough practice in Mathematics by solving several worksheets and tutorials.

Educators provided mark schemes as well so that learners can evaluate themselves.

As Revision time plays an important role 👍

Revision helps recall the details of the topic Learners have studied.

Revising the topics helps learners gain more confidence to attempt any related question in the exam.

Timely revision helps reduce the anxiety and stress levels a Learner is likely to have during exams.

Here are some glimpses of planned flipped lessons for grades 6th to 9th. Revision time was being used by Educators and as well as by Learners effectively.

Wishing a bright, amazing, and very good start to the upcoming year.

Youth: Handle with Care

“The power of youth is the common wealth for the entire world. The faces of young people are the faces of our past, our present, and our future. No segment in the society can match the power, idealism, enthusiasm, and courage of the young people.”

- Kailash Satyarthi

I truly believe in every word of it. The youth are the most dynamic segment of any country; they are the future and the next phase of mankind.

What concerns us then? They are intelligent, they are strong, and they don’t shy away from hard work. I feel they are oblivious to their strengths just like Lord Hanuman who forgot His magical powers until he was reminded of them. This lack of self-realization leads them towards things that may not be worthy of attention. However, this is a Catch-22 situation. If they get the understanding, maturity, and sensibility of adults, will they be themselves?

This reminds me of one of my teachers, Ms. Meenakshi Ranganathan who would often tell us in our teenage, “It’s not your fault; it is your age’s fault.”

I comprehended its true meaning when I started teaching in the year 2001 to the students of Grade 8m. It was my first interaction with teenagers. It was an interesting experience. I had just turned 20. The one who had just come out of teens was supposed to be teaching teenagers. But trust me; this lot was way different than what I used to be. This is what we call the generation gap.

Still, there are a few things that remain common among all teenagers across generations, countries, and communities. These are:

  • All are equally inquisitive
  • All are equally excited
  • All are equally vulnerable.
  • All are in their own world
  • All need guidance and support but they shouldn’t know this
  • All are emotionally at the highest peak in their lives
  • All are adorable and could be moulded into their best versions if taken care of and handled correctly.

Once out of this age, we generally forget that we were once, in the same phase of life and were the same as they are.

Well! Here, the agenda is not to compare the generations but to understand how we can treat them so that they turn out to be better citizens of the country and become responsible and independent global leaders of tomorrow.

The youth comprises over one-third of the Indian population which in turn constitutes a major part of the workforce of the country. The number of underprivileged youth in India, who lacks education and proper guidance, is so huge that according to the reports of the Financial Express, only 15% of the young graduates passing out of college are employable, the rest are branded unemployable.

It is high time that each one of us, who are adults, needs to be sensitive and vigilant to take out the best from this lot. Let’s join hands to:

  • remind them of their strengths
  • be a little polite with them as they are in a very sensitive stage of life
  • keep reiterating the importance of time management to them
  • motivate them to be near nature and have zero gadget days included in their lifestyle
  • make them realize their roots and encourage them to be patriotic
  • help them to understand life and guide them to learn life skills
  • cultivate the habit of doing basic daily chores of cooking, gardening, etc.

Teachers, parents, guardians, and all elders, we have them as our children but we don’t own them. So, give them the space and freedom to live as per their choices. At the same time, keep guiding them towards the righteous path, the path of choosing truth upon lies, the path of choosing honesty upon cheating, the path of choosing kindness upon attitude, and the path of choosing humility upon success.

I believe that we need happy, positive, and loving adults and that is only possible if we give the youth, a pleasant learning experience at a young age.

I would like to conclude with Aristotle’s quote, “Good Habits formed in youth make all the difference”. So, let’s help our children develop good habits; I am confident that our future will be brighter.

Brahmam Bodhi

Mrs. Prakash Rathore

Administration Head

A news article by Special education needs teacher Mrs. Shivangi about Parenting in the newspaper on 2nd Feb 2023.

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We urge the parent body to visit our social media handles on Instagram, Facebook, and YouTube using the QR code below to get daily updates on the interesting activities which make Bodhi a learning abode.

Download, open your scanner and use this image. All the Social Media channels of the school are available at one place. Do visit, like, share and subscribe to the YouTube Channel too.