Pages

Friday, 12 June 2026

Do you remember when it rained

 

Do You Remember When It Rained?

A memory of rain across places and time


As a young child in Allahabad, rain was mostly something to worry about.

It usually began with the sky changing early in the morning—dark clouds gathering low and heavy, making the day feel uncertain before anything had actually happened. I used to go to school by rickshaw, watching the sky and trying to read it.

Because the concern was simple. If it rained, the rickshaw might not come back. If it didn’t, I might be stuck at school. And in childhood thinking, that wasn’t inconvenience—it was being left behind in a large, dark school with no food, no water, and the occasional imagined ghost moving through empty corridors.

Even before the rain came, the sky kept us busy. Clouds became animals, faces, shifting shapes that never stayed still for long. As children, we pointed, argued, corrected each other, watched them form and disappear within minutes. A daily argument with the sky.

Then the rain arrived.

In India, rain did not just fall—it changed the day. When it came heavily, people gathered under trees, bus stops, tin roofs, anywhere with cover. But what stood out was not shelter. It was waiting.

Nobody really left. Minutes stretched without noticing. And waiting became normal.

Even then, nothing really stopped. People kept looking up, reading the sky, offering predictions. Someone said it would pass. Someone disagreed. Someone else studied the clouds as if they knew better. Nobody was certain, but everyone spoke.

In that waiting, strangers became briefly familiar.

Tea and coffee appeared—small, strong cups passed around, heat cutting through the damp air. And then bhajiyas or pakoras.

Potatoes, onions, chillies in spiced gram flour, fried crisp at the edges. Nothing special otherwise. In rain, they felt necessary.

School days had their own rain stories. The “rainy day holiday” was never official—just something that spread faster than fact. You would be on your way when boys cycled back shouting, “It is a holiday!”

And the day split. Turn back and risk being wrong. Continue and risk being alone in school. The ones announcing it always looked pleased, as if they had found a shortcut in the system.

In boarding school in Pune, rain often arrived with returning students—trains, heavy trunks, tired faces—and then, almost immediately, the rain itself. Arriving soaked stays with you longer than the journey: clothes that never fully dry, socks that stay cold, a dampness that seems to settle into the place.

And yet rain was never the same everywhere.

In the UAE, it interrupts rather than disrupts. Children run into it shouting, as if something rare has arrived. Even adults pause longer than they expect to, looking up as rain briefly changes the rhythm of the day.

Of course, here too, rain can become serious. Heavy downpours once turned roads into channels and underpasses into pools, stopping movement in places that usually never stop.

And still, it feels familiar in a way that is hard to explain.

Because somewhere in it is the same moment—standing still, waiting, looking up, not quite sure when it will pass.

The same rain. The same pause. Just different places.

I don't know



Whatever Happened to “I Don’t Know”?

In a world of instant answers, we may be losing the simplest form of honesty.

“I don’t know” used to be an honest beginning. Today, it feels almost like an awkward pause we rush to fill.

Somewhere between ambition and authority, we quietly pushed “I don’t know” out of our vocabulary. It was once simply honesty. Today, it is often mistaken for hesitation.

As a young teacher at The Bishop’s School, Pune, I first taught Grades 5 and 6. A year later, I moved to Grades 7 and 8, and then, almost without ceremony, straight into Grades 9 and 10—the board classes. I hesitated, not out of reluctance, but from that familiar early-career doubt of whether one is truly ready for what is being asked.

But I took it on.

There was no Google then, no ChatGPT either—only Encyclopedia Britannica and a willingness to learn while teaching. It was a simple rhythm: teach, learn, adjust, and teach again. Slowly, confidence settled. The classroom became familiar, though never entirely predictable.

Then came poetry, Shakespeare, and questions that didn’t always offer neat answers. That is when I realised something simple but important: it is perfectly fine not to know.

If I didn’t understand something, I would tell the class, “I don’t know. Let me find out.” I never felt the need to pretend. The boys were sharp—they would have known anyway. More importantly, honesty mattered more than performance. And strangely, those were often the moments when the classroom felt most real.

Sometimes Britannica helped. Sometimes it didn’t. And when it didn’t, there was Mr Beeman.

Mr Beeman was a retired principal of Sherwood College, Nainital—a man of discipline, precision, and quiet authority. One did not simply walk in and meet him; one asked for time properly, as though stepping into a space where thinking itself had order.

At the appointed hour, I would climb the wooden stairs of Cambridge Block, knock on his door, and wait. He would have just finished corrections or listening to the BBC news, sitting in a short window of quiet.

I would ask my questions—often about poets, authors, or Shakespeare. Sometimes a line that resisted meaning, sometimes the background of a text, sometimes the world behind a word.

“Excuse me, Mr Beeman, I am trying to understand this—could you help me think it through?”

He would listen first—properly listen—and then respond with a clarity and patience that no textbook ever managed to replicate. I would take notes, go back, reflect, and reshape the lesson. The next day, I would walk into class and say, without hesitation, “I checked this with Mr Beeman, and here is what I understand.” No pretence. Just learning.

I still meet some of those boys now—working professionals, many far more worldly than we were then—and we often look back on those school days with fondness, amused at how life has unfolded for all of us.

Over time, I have noticed something subtle in professional life. Language has become more indirect—not to hide meaning, but to manage uncertainty. We “circle back,” “take it offline,” “align internally,” or “park it for now.” We “move things forward,” even when clarity is still forming. None of this is wrong, but it often replaces something simpler: the ability to say we don’t yet know.

This becomes most visible in interviews and professional conversations. Answers are structured and polished, which is important, but even when the question invites uncertainty, people rarely pause to acknowledge it.

Perhaps it is because information is so easily available today that we are expected to always appear prepared. In that process, social pressure quietly makes it harder to simply say, “I don’t know,” even when it would be the most honest response.

And I often wonder how it would land if someone simply said, “Sorry, I don’t know that yet—but I am willing to learn.”

Somewhere along the way, we began to equate certainty with competence—as though doubt weakens capability, instead of being the first stage of understanding.

But in real work—especially in education—certainty is rarely where things begin. It usually comes later, after thinking, trying, and sometimes failing.

It makes you wonder: when was the last time we, as professionals, said quite simply, “I don’t know”?

And when someone younger in a team or classroom says it, how do we receive it? Do we see it as honesty in the process of learning, or do we, even unintentionally, expect a more polished answer?

We rarely notice how quickly certainty gets rewarded—and how quietly openness gets pushed aside.

This matters deeply in schools. Children should feel comfortable saying “I don’t know” without hesitation—not as failure, but as thinking aloud. When received well, it is often the most honest starting point of learning.

Of course, honesty does not need an audience. Learning does not need declarations; it needs space, trust, and patience. Most understanding begins in that quiet space where thinking is still forming, not yet fixed.

Education, at its core, is not only about correct answers. It is about building the confidence to sit with not knowing, without rushing to fill the gap.

Which brings me back to those three words.

“I don’t know.”

Perhaps they have not disappeared. Perhaps they have simply gone quiet—waiting to be welcomed back into classrooms, workplaces, and conversations where they are not judged, but understood.

Because in education and leadership, the goal is not to remove uncertainty.

It is to create environments where it is safe to think, safe to question, and safe to be unfinished.

And sometimes, real learning begins right there—with the courage to simply say:

“I don’t know.”

Wednesday, 10 June 2026

When did life become a system

When Did Life Become a System?
A reflection on how life quietly moved from being lived to being managed.

I grew up in a rather simple world.

We didn’t call it a system then. In fact, we didn’t call it anything at all. There were no manuals, no frameworks, no structured ideas telling us how life should be lived. Life simply happened, quietly and without explanation, and we moved with it without any fuss.

School was just school—a bell ringing somewhere in the distance, a dusty playground filled with constant movement, classrooms with strict teachers, and a small infirmary, often without a doctor, where you went when you felt unwell. You showed up each day, and the day unfolded on its own. Nothing felt measured or managed; simply being there was enough.

Meals carried the same simplicity. Food was food. Coffee was coffee. Ghee was ghee. Lunch often meant sitting under neem trees or in open courtyards, sharing whatever had been packed from home. It wasn’t an “experience.” It was just lunch. No one spoke about nutrients or balance or protein or fiber . You ate, you were full, and that was that. Health, too, was straightforward. You were either unwell or recovering. Terms like cholesterol or hypertension rarely entered everyday conversation. The same clarity extended to emotions. Stress, sadness, pressure existed, but not as categories to be analyzed. They were felt, not framed. Support came directly—parents or teachers corrected you, sometimes very  firmly, sometimes quietly, with a steady expectation: adjust, continue, try again.

Family life had its own rhythm. Homes were full, noise was constant, play was aplenty  and responsibility was shared without being assigned. Even routines like vaccination were simple—once a year, no reminders, no alerts. Things were done because they had to be done, not because they were scheduled.

The world outside home and school felt equally unlabeled. Environmental change, pollution, melting glaciers—these were not part of everyday vocabulary. Trees were cut, and over time, they grew back. Consequences existed, but they were not organized into systems of thought. Even animals were simply part of life, not part of structured care. Pets lived within homes, not within schedules.

Movement was just movement. Walking to school, cycling through streets, running, jumping ,  climbing stairs, playing until dusk—that was simply how bodies lived. It was not called exercise, and it did not need to be named. Self-care, too, was unstructured. There were no routines built around optimization, no wellness calendars, no quiet pressure to improve the self. Care was practical, not packaged. You lived in your body without constantly observing it through data or devices.

And yet, life was full. People studied, worked, travelled, raised families, fell sick, recovered, argued, laughed, and continued. Life did not need to be explained to function. It simply unfolded.

But over time, something subtle shifted. Life began to be described more than it was lived. Sleep became data. Work became structure. Health became monitoring. Habits became tracking. Even emotions started to be arranged into frameworks designed to make them easier to understand and manage.

Please don’t get me wrong . It’s not that life has become worse but  It has certainly  become much faster, more connected, smarter, more informed, and more efficient—but also more demanding of visibility than human memory can comfortably hold.

Still, a quiet unease remains.

We now measure so much of life that we often experience it in fragments—tracked, labelled, optimized, reviewed—as if living itself feels incomplete without evidence that it was lived properly. And yes we do seem to be living for approval !

So the question lingers: when did our lives  stop being something we simply lived, and start becoming something we constantly managed?

 


Tuesday, 9 June 2026

When Everything Becomes a Reward

 


On praise, expectation, and what children learn to take for granted

Children do not simply achieve — they announce it.

Yesterday, my granddaughter came running to me, eyes bright, over the moon with pride, holding out two small stickers she had received from her piano teacher. She was ecstatic, and so was I, in that quiet way adults sometimes are when a small moment stays longer than expected.

Now, she is not the next Beethoven — at least not yet.

But that was never the point. In her world, those stickers meant something simple and powerful: she had tried, she had improved, and someone had noticed.

It took me back, quite suddenly, to my own school days at St Joseph’s in Allahabad, where acknowledgement looked very different. There were no stickers or smiley stamps, no colourful charts celebrating small steps. We did not grow up in a culture of frequent rewards. What we did receive, on rare occasions, was a pat on the back from a teacher — brief, understated, and for that very reason, memorable.

What we had instead were coloured report cards. Above 80 per cent meant a pink card: “Very Good.” Between 65 and 80 was blue: “Good.” Between 40 and 65 was yellow: “Fair.” Anything below that was red — the dreaded “Unsatisfactory.” The colours were few, and they were not handed out lightly, which is exactly why they carried weight.

Today, the approach has changed, and rightly so. We now understand far more about confidence, wellbeing, inclusion, and the importance of children feeling seen while they are learning. A well-timed word of encouragement can genuinely shape how a child sees themselves, and most parents and teachers are now far more conscious of that responsibility.

Yet somewhere along the way, something subtle has shifted. Acknowledgement has become more frequent and immediate, and it has begun to lose its sense of distinction. As with many things in life, too much of a good thing can quietly dilute its meaning.

“And when everything is marked, very little feels earned.”

This is where leadership quietly enters — not as instruction or motivation, but in shaping what people come to see as normal. People do not grow only through reassurance; they grow through clear, calm expectations, without too much noise.

Good leaders understand this balance. They know we must be careful with praise and reward — not stingy, but deliberate — so that it remains meaningful rather than routine. They also know when to step back, allowing effort to exist without constantly turning it into acknowledgment.

Because not everything that is done needs to be immediately seen.

Over time, it is rarely what is formally communicated that shapes people most. It is the quieter signals — what is noticed, what is overlooked, and what is allowed to pass without comment. These signals slowly form a person’s understanding of effort, value, and success.

My granddaughter’s joy brought this into focus. The issue is not the stickers themselves. It is what they quietly begin to train us to expect — that effort will always be noticed, and quickly returned.

Once they step out of the cocoon of school, the world feels different. It is less responsive, less generous with feedback, and far more silent than many are prepared for. When that familiar reassurance no longer comes, the reaction is often uneven — frustration for some, and for others a quiet dependence on external validation that no longer arrives so easily.

And perhaps that is the real question. Not whether we should stop acknowledging effort, but whether we are preparing children for a world that constantly marks everything they do — or one that quietly expects them to keep going even when nothing is marked at all.

Because in the end, the most lasting form of approval is not the one that is repeated often, but the one that is earned once — and stays long after the moment has passed.

Monday, 8 June 2026

I am a priority customer

 Priority Banking: A Short Story

“Thank you for your patience. As our priority customer, we are happy to serve you.”

Haven’t we all heard this before—and for a second felt a little elated? Especially the first time we were told we’d been promoted.

I’ve been trying to fix a simple issue with my bank in India for about a month now.

I thought it would be simple. How wrong I was.

It’s a straightforward problem. Nothing complex. The kind of thing you assume gets sorted in a few minutes if someone just looks at it properly.

I’ve mailed. I’ve called. I’ve followed up—again and again.

Every call starts the same way.

First five minutes: card number, account number, date of birth, address, OTP… my entire life story, lightly interrogated and cross-checked. Somewhere in between, they start using my first name too—like we’re old friends catching up instead of going through security clearance.

And while I’m typing all this in, the automated voice just keeps going—calm, robotic, almost indifferent—slowly frying my brain in the background.

I’m going cross-eyed trying to enter everything before the system times out.

I’ve spoken to so many call centre agents across India now that I genuinely worry one day someone will recognise me—by name, account number, or just the sheer frequency of my suffering.

A close friend even tried to help.

He got nowhere.

Quietly. Politely. Efficiently. He did everything right—but it just came back to me and the whole thing started looping again.

And now I’m locked out of my own account, which is where all of this started. I’ve spent hours—days—fretting, fuming, pacing around like I’m negotiating a hostage situation, breathing like that’s somehow going to fix the system.

Then comes the familiar line:

“Thank you for your patience. As our priority customer, we are happy to serve you.”

To be fair, the call centre people are polite. Almost too polite. Always calm, always composed.

They’re somewhere in an office I can’t even place on a map, doing their best inside a system that doesn’t seem very clear even to them.

And that’s the strange part—everything is polite, everything is patient… and nothing really moves.

It’s like watching a very well-dressed orchestra in slow motion, where everyone is smiling and nodding, but somehow playing completely different songs.

And still, they say it again:

“You are a Priority Customer.”

Priority? Seriously ? 

And you just pause at that word.

Because you can’t help wondering—what does non-priority look like?

If this is priority, what on earth is normal service? Smoke signals? Carrier pigeons? A letter that arrives next financial year?

Or maybe the real question is simpler: shouldn’t everyone already be priority if they’re a customer?

Because right now, “priority” doesn’t feel faster. It just feels… nicer words around the same waiting.

Same delays. Same escalations. Same loop. Just better manners.

The issue is still not solved. I’ve been fully verified, repeatedly thanked, reassured, and officially prioritized. And yet, as I finish writing this, I’m told it’s resolved—again as a priority customer.

It hasn’t.

Somewhere in the background, it feels like a bugle is being played off-key—confidently, loud, and completely out of sync with reality.

If everything is a priority, what does priority even mean?

Saturday, 6 June 2026

Is success really a moment ?

 Is Success Really a Moment?

Behind every “sudden success” is a long, unseen climb.

We often assume success happens in a moment.

A young cricketer scores a century, a champion wins another title, a singer starts filling stadiums. And almost immediately the comments begin.

“How lucky.”
“What timing.”
“She was always destined for it.”

From a distance, success can look sudden, but that is only because we usually arrive at the end of the story.

When Virat Kohli walks out to bat, we see control, not the years of failure and rebuilding that came before it. When Roger Federer played, everything looked effortless, though that effortlessness was built through endless repetition. Even outside sport, Adele fills global stages today, though she once performed in small rooms where some nights ended in silence—there was little applause, if any. That is usually how life works.

We see people on the top floor, sometimes even on the helipad, but rarely the journey that took them there. Social media makes this illusion even stronger. We see the achievement, the award, the promotion, the celebration. We rarely see the years that came before.

The truth is that most of life happens there—not at the start, not at the finish, but somewhere in the middle.

It is the place where you keep showing up every day and wonder if any of it is making a difference. Where the work feels repetitive, the progress feels invisible, and the destination seems no closer than it did yesterday.

I know this because I have lived it. In my early thirties, I was already a Headmaster in a large school in Pune, India. The title sounded impressive. The reality felt very different because most days I felt I was learning as fast as I was leading.

I made mistakes. Some could have had serious consequences if I had not adjusted quickly. I learnt from people older and more experienced than me. I watched them closely, listened carefully, and absorbed whatever I could. Looking back, I probably learnt as much from observation as from formal training.

Late evenings became routine, but so did self-doubt.

There were days when I questioned whether I was ready for the responsibility that came with the role. Long before I knew the term “imposter syndrome,” I understood the feeling. Deadlines, expectations, difficult decisions, and the fear of getting things wrong all arrived together.

It wasn’t smooth, it wasn’t glamorous, and it certainly didn’t feel like success in any form. Looking back, that was probably the most difficult stage.

You keep moving forward, but there is no applause, no visible breakthrough, and no reassuring sign that all the effort is leading somewhere meaningful.

That is where frustration creeps in, and disappointment follows close behind. Some days you even wonder whether it is worth continuing.

Most people experience those moments, but few talk about them.

Perhaps that is why comparison can be so misleading. We compare our struggles with someone else’s results. We compare our beginning with someone else’s ending. What looks sudden is usually the result of years of persistence that nobody noticed while it was happening.

As an educator and a father, I have come to believe that encouragement matters most during this stage. We naturally celebrate people when they succeed, and there is nothing wrong with that. But often the greater need is earlier, when confidence is fragile and progress is difficult to see.

That is when a word of encouragement, a helping hand, or a pat on the shoulder matters. Sometimes these are the very things that keep us going.

Then, often when you least expect it, something changes.

What once felt difficult becomes manageable. What once felt unfamiliar becomes second nature.

You do not always notice the change immediately. You notice it later, when you look back and realise you have travelled much further than you thought, and there is a deep satisfaction in that realisation.

Not because you reached the top, but because you kept going when it would have been easier to stop.

The top floor gets noticed—it always does.

But what deserves equal attention are the years before that—the mistakes, the doubts, the late nights, the tiredness, the setbacks, and the moments when people almost gave up but didn’t.

Success is not the moment you arrive at. It quietly takes shape over time, long before anyone else notices, and long after you yourself have stopped wondering if it will ever happen.

When I look back at my own journey, it rarely feels like arrival—just a quiet understanding that those ordinary days were never wasted; they were simply taking me somewhere.

Tuesday, 2 June 2026

The packet

 

THE PACKET

 

It was an evening in late July

When he saw him sitting under the gnarled banyan tree,

Wizened and apparently gasping-

A maniacal look on his face

Clutching an earthy brown, cloth bag 

Under his sweaty arms.

His rasping cough made him breathe heavily.

 

“Who are you”? asked the young boy- 

Just all of eight- marbles jingling in his pockets.

‘Are you waiting for someone’?

What’s in your bag’?

There were no answers forthcoming,

But the silence was broken with a ‘pechak’

As the old stranger spat his betel juice, into the dust around them.

 

He smiled- a red toothy smile and whispered- 

In almost a threatening growl

‘My boy – don’t ask me those questions- ever again’.

He bowed his head, which sunk deeper

Into the depths, of his seemingly, hollow torso

And gasped aloud.

 

There was a pregnant pause-

And the young lad was terrified.

 

In the distance the ‘kik- kik- kik’ of the ‘Koyal’ could be heard. 

Summer was coming to an end. 

Lines of soft, grey Nimbus clouds 

hung low and spelt rain- later that night.

An eerie stillness prevailed.

 

The old stranger looked crestfallen,

-utterly broken. 

But wait -there was something else-

Were those tears, amidst the wrinkles?

He fumbled with his belongings –

A bell and some beads strung together.

He took out a tattered paper bag,

And laid it on the ground. 

His scaly hands trembled and beads of perspiration- 

Appeared unexpectedly- trickling down,

His seemingly, scrawny neck

Losing themselves in his grimy garments.

 

They both stared at the bag in complete silence.

The ‘kik- kik- kik could be heard, in the distance. 

The echoing voice of his mother calling him home- 

‘ Balaaaaaa’- roused them from the reverie.

 

The stranger hurriedly picked himself up- 

Dusted his garments and shuffled away-

Pulling a ragged shawl 

Tightly over his long, matted hair.

He didn’t look back.

 

The young lad sat mesmerized-

Staring at the abandoned packet for a few, 

Agonizingly long moments.

This couldn’t be his birthday present in advance?

His father and twin brother

Had left for the market early that morning. 

He willed them back, as night 

Was fast approaching.

He had always been petrified of the dark 

 

The tension was palpable and 

He could contain himself no longer.

‘Balaaaaa ’- shouted the mother once again.

It was now or never.

 

Stretching his right hand forward-

He reached gingerly, for the creased packet- 

Pulling it towards himself, hesitatingly. 

Taking a deep breath – he opened it warily.

And took one furtive look

 

Screaming in abject terror 

Bala bolted towards his little thatched hut- 

At the edge of the large paddy field.

He collapsed into his mother’s arms- 

Sobbing inconsolably 

Pointing vaguely to nowhere

Muttering unintelligible sounds- 

hysterical and incoherent.

 

The family rushed out-

Just in time to see an old stranger-

Board the last bus out of the village that night. 

The lad led them to the banyan tree- 

Still sobbing and gesticulating towards the crumpled bag.

The pale crescent moon illuminated the sky-

And bathed them all in a silvery glow.

Then the skies opened and the tempestuous rain

Came down in torrents.

 

Packet in their hands- they walked home

Their sobs mingling with the thunder

Friday, 29 May 2026

On keeping it simple

 ON KEEPING IT SIMPLE 


"Keep it simple."


Anyone who has worked with me has probably heard me say those words more than once. In meetings, in assemblies, in conversations with leadership teams, and sometimes even with students. It is a phrase I come back to often because I have seen how much trouble starts when we move away from it.


We seem to live in an age that rewards complexity.


People speak in jargon. They write in language that sounds impressive but says very little. Tasks that should be straightforward somehow acquire layers of forms, procedures, and explanations. What began as something simple becomes something exhausting.


I have never understood the attraction. Surely beats me!


Some of the most effective people I have met over the decades  were also the simplest. They spoke clearly. They wrote in a way that everyoneunderstood. They knew what they were  trying to achieve and got on with it. 

There was no performance. No unnecessary drama. No effort to sound more important than they were. Today things have changed. 

In this modern day and age , keeping it simple is likely to get you looked down upon . 


It is easy to hide behind complicated language. It is much harder to express an idea so clearly that everyone understands it.

 The same applies to leadership. A leader's role is not to leave people confused by clever words. It is to provide clarity. To make the path ahead easier to see.


The truth is that life is already complicated enough.


People carry pressures we know nothing about. Families, finances, health concerns, deadlines, responsibilities. Most are dealing with far more than they ever show. The last thing they need is someone making their day harder through poor communication or unnecessary complexity.


Over the years, I have found that simplicity rarely lets you down. A simple message. A simple plan. A simple act of kindness. A simple conversation.


These things work.


So I continue to repeat those three words.


Keep it simple.


Not because simplicity is easy, but because it is often the hardest thing to achieve. And when you do achieve it, people understand you, trust you, and follow you.


There is a lesson in that for all of us.

Schools now and then

 When School Was Different: A Memory Across Two Eras


When I look at schools today - especially here in the UAE , I see how much has changed. Schools are structured and have clear policies in place, safety is taken seriously, and supervision is there all the time. As parents and educators, there is real comfort in knowing children are safe and looked after through the day, and that does matter.


What stands out today is the system behind it. Schools are not running on assumption anymore. There are clear rules, processes, and checks, and regulators set expectations that schools follow seriously. Teachers are also responsible for wellbeing, behaviour, and safety. There is more awareness, training, and responsibility, and most carry it out well, even in busy classrooms.


Support systems exist now that did not earlier—counsellors, safeguarding teams, structured pastoral care—and children who need help are noticed and supported. Transport, playgrounds, labs, and sports are also properly planned. Nothing is left to chance. It brings reassurance because you don’t just hope a child is safe—you know there is a system around them. And that is a real shift.


I have lived through a very different kind of school life. First as a student at St Joseph’s Allahabad and Boy’s High School Allahabad, and later as a teacher at Boy’s High School and for nearly 20 years at The Bishop’s School, Pune. I have seen it from both sides and i see the big difference . 


Health, safety, wellbeing, and child support were not part of our vocabulary then, and we did not even think to ask for it. We drank water from round school tanks, and sometimes a light pink disinfectant—potassium permanganate—was added, and that faint colour was considered enough at the time. Broken taps added to ' the experience'.


Vaccinations were done in school too, and I remember the nurse using the same needle after dipping it in disinfectant. No one questioned it then, and it was simply accepted practice in those days.


Cameras in schools did not exist. You were expected to behave, and that was it.


At St Joseph’s, even the school bell stays in my memory—a long iron rod hanging in the play area, struck with another metal piece. It stood where we played, and boys sometimes ran into it and got badly  hurt. It was just part of school life.


Breaks had very little supervision if any. If someone got hurt, we went to the infirmary, but beyond that there was not much structure.


Playgrounds were simple—monkey ladders over cement, swings without safety flooring. We learned by doing things, not being told.


Small things stay with me: cleaning blackboards, clapping the dusters , chalk dust everywhere, white hands, dusty uniforms, and that chalk smell through the day.


Discipline was direct. If you arrived  late, you stood outside or were sent home with no discussion. Standing or kneeling outside the class was normal and accepted. In PE, punishment often meant running rounds until exhausted or being made to hop forward in a seated position. That was horrible! 


Teasing, fights, and bullying were part of growing up, with no labels for it. In craft periods, we worked with saws, hammers, and chisels with very little supervision. Cooking and manual work also happened without much formal safety framing.


We cycled, climbed, ran races, used ropes—freely and competitively. We left school alone or in groups and made our own way home - no phones, no tracking, no check-ins, and we just reached. If something was lost, the answer was simple—you were careless, replace it. If you were caught cheating, consequences were immediate. Detention meant staying back, and parents were not informed and rarely  involved.


Looking back now, it was rough in places, but it also built independence, resilience, and the ability to figure things out without being told every step. Today’s schools are far more aware, structured, and caring, and that is a good thing.


But sometimes I still wonder…


Are we becoming a bit too careful—not in safety, but in how we define childhood?


Are we removing the small scrapes, small failures, and unplanned moments that once quietly taught you and me how to deal with life?


I don’t really know.


Maybe children don’t need less care, just fewer reasons to believe we are watching their every step.

Thursday, 21 May 2026

Why Listening May Be the Most Underrated Leadership Skill

 


Across classrooms, workplaces, and leadership spaces, speaking is often mistaken for engagement, while listening is quietly undervalued


“Pay attention.”
“Listen carefully.”
“Don’t get distracted.”

We hear these instructions so often that we stop truly hearing them.

From childhood onwards, the message is consistent: listen. At home it is “listen to your parents.” At school it is “listen to your teacher.” The settings change, but the expectation does not.

Yet a quieter question rarely enters the conversation: are we actually learning how to listen — or simply being told that we should?

In structured environments, listening is frequently mistaken for silence or polite acknowledgement. Increasingly, it has become performance.

People speak for the sake of speaking, as if every sentence demands a response, correction, or completion. Others feel compelled to contribute to everything — even if it means interrupting a thought mid-air to secure their place in it.

Voices rise over one another — less conversation, more collision. Ideas overlap. Sentences break mid-air. What emerges is often incoherent — fragmented, unstructured, rarely absorbed. Everyone speaks — but very little is understood.

What appears as engagement is often a plausible performance of participation rather than understanding.

But filling silence is not the same as understanding what is being said.

Modern life reinforces this pattern. Speed is rewarded. Silence is uncomfortable. Attention is fragmented across screens, notifications, and constant interruption. In this environment, listening is the first casualty. We become efficient responders, but unreliable interpreters of meaning.

Perhaps it begins earlier than we admit.

In classrooms, listening is often equated with silence. The “good student” is frequently the one who participates, answers quickly, and reproduces expected responses. But whether quiet or vocal, behaviour is mistaken for understanding.

Over time, something shifts. Children are naturally spontaneous — quick to question, quick to imagine, quick to connect ideas without fear of being wrong. But when speed of response becomes the measure of success, listening is reduced to repetition. Curiosity gives way to compliance. Creativity becomes cautious.

That habit does not remain in school. It follows directly into adulthood — and into leadership.

Because leadership is not defined by how much one speaks, but by how deeply one listens.

Real listening is not passive. It is not waiting for a turn to respond. It is the discipline of absorbing what is said — and what is not said. It is noticing hesitation, contradiction, emotion, without rushing to resolve it. It is attention in its most disciplined form.

There is a reason even popular culture returns to this idea. The song “Listen” from Listen is not about voice — it is about awareness. About hearing what lies beneath words, not just the words themselves. A reminder that listening is intentional, not automatic.

As Malcolm Forbes once said, “The art of conversation lies in listening.”

Perhaps the shift required is simple, but uncomfortable: from hearing as reaction… to listening as intention.

Because in too many spaces — conversations, classrooms, and leadership rooms — we are not listening. We are competing. Words overlap, ideas collide, voices rise, and meaning is lost in noise.

And in the end, leadership is not weakened by lack of speech.

It is weakened by lack of listening.

The question remains.

Are we actually listening… or just waiting for our turn to speak?

Sunday, 17 May 2026

Oh my God

 OH MY GOD ! 


There we were after church, my wife and I doing the weekly grocery shopping. I must confess — unlike many men who wander through supermarkets looking emotionally exhausted beside trolleys full of detergent and spinach — I actually enjoy it. There’s a strange pleasure in grocery shopping. The order, the routine, the small excitement of buying things you probably already have at home.


And then we saw him.


A hefty, slightly scruffy man with a young boy in tow. Flashy branded shoes. Expensive T-shirt. But somehow carrying the general air of a man who had made several inauspicious life choices.


Now our supermarket has one of those fresh soup stations where you fill a proper container and pay by weight.


The man walks up confidently, picks up one of the large soup containers — not the tiny tasting cups, mind you — the actual fill-it-and-pay-for-it containers.


He fills it generously.


So far, perfectly normal.


Then suddenly, right there beside the soup station, he lifts the container and starts drinking the soup straight from it.


Not tasting.


Not sampling.


Guzzling.


Like a man reunited with civilisation after months at sea.


My wife and I looked at each other in complete shock.


Disgusting behaviour.


He emptied the whole thing and then belched loudly enough to wake the dead.


I nearly rammed my trolley into a display of breakfast cereal.


Then, with astonishing calm, he refilled the container AGAIN, snapped on the lid and walked away with the carefree attitude of someone who believed supermarket rules were merely gentle suggestions.


No embarrassment.


No hesitation.


Not even the faintest attempt to appear guilty.


When push comes to shove, most people at least pretend to have shame. This fellow had gone far beyond that stage.


Naturally my detective instincts took over. I kept an eye on him from a safe distance while pretending to compare cereal brands.


Then came the bananas.


He picks up a bunch, expertly detaches one banana, peels it right there in the aisle and eats it casually while continuing to shop.


His son watched in admiration, like a young apprentice observing a master craftsman at work.


The father even handed him a piece of banana as though this was some kind of wholesome father-son bonding moment, rather than a full-scale public demonstration of supermarket rule-breaking.


You could almost hear the silent lesson unfolding:


“One day, my boy, all this shall be yours.”


The father then calmly placed the remaining bananas into a bag as though nothing remotely unusual had taken place.


And I am almost certain he picked up a few grapes along the way too. The sort of man who treats supermarkets like an all-inclusive brunch does not simply walk past grapes without conducting quality checks.


Then, to complete the performance, they wandered toward a young lady handing out free food samples.


At that point my wife and I nearly lost composure entirely.


By now father and son had probably enjoyed:


Soup starter.


Banana course.


Grape interlude.


Sampled appetisers.


Possibly juice tastings near aisle seven.


It was not even the money that shocked me.


It was the breathtaking audacity.


The complete absence of self-consciousness.


The almost majestic confidence with which this man approached supermarket etiquette under the comforting disguise of grocery shopping.


Men like this do not need loyalty cards. They need a gentle reminder over the loudspeaker: “Sir, aisle five, please remember this is not an all-you-can-eat buffet.”


Or perhaps a trolley that beeps loudly every time unpaid produce mysteriously disappears en route to the mouth.

Friday, 15 May 2026

Empathy is missing

 EMPATHY IS THE MISSING LEADERSHIP SKILL.


(Mental health in the workplace)


We talk a lot about leadership—strategy, targets, performance, delivery—and all of it matters. But what often defines leadership in practice is something less visible and far more influential: how people experience the person leading them.@

That’s where empathy comes in.


Not as a soft skill, and not as an optional extra, but as a core part of leadership that shapes culture, behaviour, and performance.


Most leaders don’t set out to be harsh or distant. Many are capable, articulate, and clear about expectations. But in fast-moving environments, leadership can gradually become transactional, focused mainly on output, deadlines, and correction. Without realising it, tone begins to shift.


People become more careful in how they speak. They hesitate before asking questions or sharing ideas, not because they lack either, but because they are unsure how it will be received.


One of the most common blind spots in leadership is assuming silence means alignment, when it often reflects hesitation, uncertainty, or self-protection.


When that happens, clarity is lost. Teams begin to operate with incomplete information, and the gaps only surface later, usually when pressure is already high.


This is not just a workplace issue. Over time, consistently tense or critical environments affect people beyond work. Stress doesn’t stay at the office; it follows people home and shows up in energy, patience, sleep, and often in family life. The link between work and wellbeing is far more direct than we often admit.


Empathy is often misunderstood. It is not about lowering standards or avoiding difficult conversations.


Strong leaders who use empathy still demand high performance. They hold people accountable and do not dilute expectations.


The difference is in how they engage.


There is a clear line between being direct and being dismissive, between correcting performance and shutting someone down, and between accountability and making people feel diminished. That line determines whether people grow or slowly withdraw.


Most people do not perform better under pressure that feels personal. They perform better when expectations are clear, feedback is fair, and they are not constantly bracing for reaction. Empathy creates that environment. It allows people to ask questions earlier, address mistakes sooner, and contribute more openly, which strengthens accountability because ownership increases when fear decreases.


At its core, leadership is not only about decisions or direction, but about the environment those decisions create.


Some environments are efficient but tense, where work gets done but people remain guarded. Others are equally demanding but more open, where people speak, challenge, and engage without hesitation.


Both can deliver results in the short term, but only one sustains them over time.


Empathy does not require a change in personality; it requires awareness of tone, timing, and impact, and the discipline to listen before responding or correcting in a way that builds rather than reduces the person.


Often, it is small shifts that make the difference: a calmer response, a clearer explanation, or a moment of pause before reacting.


In the end, leadership is not only about what gets achieved, but about what gets built while achieving it—trust, confidence, and the ability for people to do their best work without fear sitting in the background.


As leaders, we owe it to the workplace to get that right.

The 

Bananas and me

 For most of my life, I’ve believed I’m a reasonably competent human being.


Not perfect, of course. Nobody is. But competent enough: fairly good teacher, decent husband, reliable father, proud grandfather. I drive without causing panic, I speak in full sentences, I write things that usually make sense. Life has felt under control.


And then the banana issue arrived.


Now, I don’t treat bananas lightly. They are a daily ritual. One for breakfast like a responsible adult avoiding chocolate-based moral failure. One after dinner when I’m pretending I’m not thinking about dessert.


We’ve had a long, loyal relationship—bananas and I.


Which is why this revelation feels personal.


According to extremely reliable sources (which I prefer not to name, for emotional reasons), I have been peeling bananas incorrectly my entire life.


That sentence deserves respect.


Apparently, I’ve been doing it the “wrong” way. The stem end. The obvious end. The end that feels like it was designed for humans with logic and dignity.


Wrong.


The “correct” method, I am told, is to peel from the other side. The soft end. The mysterious end. The end that feels like it should come with a disclaimer and possibly counselling.


I tried it today.


It did not feel like enlightenment. It felt like betrayal disguised as fruit handling. The banana resisted. I resisted. There was a brief moment where I questioned my qualifications for basic kitchen independence.


And that’s where the crisis began.


Because once you discover you’ve been peeling a banana incorrectly, everything comes under suspicion.


What else have I been doing wrong with confidence? Pasta timings? Remote controls? The correct way to fold a fitted sheet—which I am convinced is a shared global lie?


This is no longer about fruit. This is philosophy.


People say, “Just change the way you do it.”


As if identity is a software update.


But it’s not that simple. The stem has history. The stem has dignity. The stem has served faithfully for decades without complaint.


So now I stand at a crossroads.


Do I evolve into a modern banana thinker, enlightened and soft-end compliant?


Or do I continue as I am—slightly outdated, possibly wrong, but emotionally stable in my banana tradition?


Either way, something has shifted.


Because now, every banana feels less like breakfast…


and more like a judgment.

Thursday, 14 May 2026

On a Ship, and on a Precipice

 

On a Ship, and on a Precipice

It begins, once again, with uncertainty.

A cruise ship. An outbreak. A handful of deaths. And almost immediately, the familiar machinery of global response is set in motion — governments, health agencies, and experts trying to steady public concern while the facts are still forming.

Some are quick to insist it is not COVID all over again. Others warn against assuming it is anything benign. Between reassurance and alarm, there is a narrowing space where the public simply waits for clarity that has not yet arrived.

That, perhaps, is the real condition of our time — not the crisis itself, but the way crises now unfold long before certainty is possible.

Authorities describe the situation as “under control,” even as passengers are moved across borders and international monitoring quietly intensifies. To those watching from the outside, the response can appear inconsistent, even improvised. But governments rarely operate in ideal conditions. They are forced to weigh health risk, logistics, diplomacy, and public sentiment simultaneously, often with incomplete and shifting information.

What looks like hesitation is often decision-making under constraint.

Still, in the absence of firm answers, perception fills the gap. And perception rarely waits for nuance. Anxiety grows in the space between evolving evidence and official communication — a space that has become increasingly familiar in recent years.

We have lived through this pattern before. During COVID, guidance shifted repeatedly as science caught up with reality. Terms like “low risk,” “monitoring closely,” and “no evidence of sustained spread” were not evasions so much as attempts to describe a moving target with limited visibility. Yet for the public, repetition of uncertainty can begin to feel like contradiction.

This is not a call for alarm. Panic has never been useful, and it rarely travels with accuracy. But neither is reassurance, delivered too early or too confidently, without cost. Trust depends on something more fragile: the willingness to admit what is not yet known, without losing credibility in the process.

The difficulty is that modern crises do not arrive in a single, legible moment. They emerge in fragments — reports, briefings, leaks, images, speculation — each one partial, each one quickly overtaken by the next. Meaning is assembled in real time, often before understanding has had a chance to settle.

Even now, after everything the world has been through, that tension has not eased. If anything, it has become the default condition: rapid information, slow certainty, and a public expected to interpret the gap between them.

Perhaps that is what lingers most in moments like this.

Not fear. Not certainty. But the uneasy experience of watching something take shape while still being told it is not yet fully visible.

And so we return, again, to the same place — between what is known, what is assumed, and what is still forming.

 

Tuesday, 12 May 2026

24 hours in a day

 Della d'Souza

Posts

What We Learnt at School—and What We Needed to Know
Having spent most of my working life in education, I should begin with a disclaimer: this is a light-hearted reflection, written with respect, gratitude, and a dash of cheek. For all the good schooling gave us, there are moments when one wonders whether so much time needed to be spent on logarithms, rhombuses, and the reproductive habits of flowers.
I spent a good part of my school years learning trigonometry, logarithms, and the properties of a rhombus—knowledge that, hand on heart, has not once been used in everyday life. Not once in a supermarket aisle have I thought, “Now is the moment for sine and cosine.” Nor have I ever been rescued in conversation by a four-sided figure with equal sides.
There was also the business of quadratic equations, compass-drawn circles, chemical equations, and stalactites and stalagmites—useful perhaps if one is ever stranded in a cave with a ruler, a chemistry set, and an exam paper.
Then came the classics: two trains leaving different stations at different speeds, calculating when they meet—or the length of a platform that could have been measured in a minute with a tape and some common sense. I always wondered why trains were involved at all, and why they always seemed to be travelling at what can only be described as emergency velocity.
Much of school life involved memorising capitals, rivers, mountain ranges, flower parts, and enough of the periodic table to sound confident for forty-five minutes in an exam hall—before much of it quietly faded soon after.
There were also the rituals: books wrapped in brown paper, headings underlined in red, margins drawn with precision, pencils sharpened to a point, and the belief that neat handwriting reflected character. Learning often meant repetition, and repetition was presented as understanding.
Yet many of the things that matter most in life were barely touched.
How money works. How to speak so people listen. How to listen properly. How to handle failure. How to disagree without conflict. How to build relationships. How to think in a noisy world. How to manage stress, sleep, food, and health. How to bend without breaking when life throws a googly.
These lessons were learned elsewhere—through experience, mistakes, and people who stepped in when it mattered most.
Thankfully, that picture is changing fast.
Schools are moving away from the old factory model: rows of silent children, all taught the same thing, expected to memorise and reproduce it, and then move on. In its place is a more connected and practical approach to learning.
There is now greater emphasis on understanding over memorising, skills over repetition, curiosity over compliance, and application over recall. Learning is being drawn closer to the real world students will enter.
Communication, collaboration, creativity, resilience, problem-solving, digital awareness, wellbeing, and ethical thinking are no longer optional extras. They are central to education.
Knowledge still matters. But in a world where information is instantly available, discernment matters more. The real skill is knowing what to trust, what to question, and how to think clearly.
That, ultimately, is what education should aim for—not simply to fill minds, but to shape them to think, adapt, and grow.
And while I remain quietly grateful that I can still recognise a rhombus at fifty paces, I’m glad the next generation may leave school better prepared for life—not merely for exams, but for the far messier business of living it.
Alan Seymour
It is encouraging to hear that modern education is finally bridging this gap between academic rote learning and the "messy bus… 
See more
WE DON'T FIX THINGS ANYMORE
From repair culture to replace culture—how time, status and convenience reshaped what we discard
________________________________________
Growing up in Allahabad, a quiet North Indian city on the banks of the Ganges, broken things rarely stayed broken in our minds. They were simply waiting—unfinished, not over. A torn school bag, a punctured tyre, a silent radio—none of it felt like an ending. Only a delay in repair.
There was an unspoken rule: if it could be fixed, it would be fixed.
Wastage was frowned upon almost instinctively. “Why buy new if it can be repaired?” was common sense, not advice.
Shoes went to the cobbler until they were barely the same pair. Bicycle tires carried layers of puncture repairs like memory. School bags survived years of use with stitching, patches and reinforcement that made them stronger with time. Furniture wobbled for decades, held together by nails, gum, tacks and refusal to discard.
Repair was practical, not polished. Gum, cello tape, nails, hammer, needle and thread—whatever was available became the toolkit of survival. Broken handles were tied back. Loose joints tightened. Cracked buckets were given “one more chance” that often lasted years.
Every neighbourhood had its repair men—the cobbler, tailor, cycle repair man, carpenter, electrician, mechanic. Small shops filled with grease, spare parts and quiet confidence that most things could be fixed.
Every home had a toolbox, and young boys and men were expected to be reasonably adept at repair—taps, switches, pipes, hen coops, hedges, gates… you name it. Fixing things was part of growing up, not an optional skill.
The radio repair shops were the most fascinating. Radios lay open like mechanical puzzles—coils, valves, wires, tiny components exposed like secrets. Yet with patience and a soldering iron, silence would become sound again. A flicker, a crackle—and music returned as if nothing had ever gone wrong.
Gramophones and record players were treated with equal care. Needles were replaced, turntables adjusted, static patiently removed. Nothing was discarded while it still had a second life.
This habit extended into homes without instruction. Sewing machines were permanent fixtures—heavy, reliable, always ready. Sewing kits held threads, needles, buttons, hooks and safety pins in old tins. Clothes were mended without fuss. Socks were darned, seams stitched, tears closed as routine. A missing button was incidental, not waste.
Books too were preserved, not replaced. School textbooks were stitched when they fell apart. Torn pages were pasted with gum. Brown paper covers were renewed repeatedly. Even notebooks were reinforced, because wasting pages was unthinkable.
The principle was simple: use carefully, repair quickly, discard rarely.
That world has quietly slipped away—and with it, a fundamental shift in how we relate to objects.
Time has become the decisive factor. It is often quicker and more convenient to buy new than to wait days for a repair. What once demanded patience is now replaced at the drop of a hat. Repair, in many cases, feels inconvenient and out of step with modern life.
There is also a social dimension. Objects are no longer only used; they are seen. Phones, cars and everyday items signal taste, status and position. To replace is to appear updated and relevant. Keeping up has become an unspoken paradigm shift in behaviour rather than a conscious choice.
Modern life adds further pressure—more guests, more expectations, more visibility. Homes are more exposed, lifestyles more compared. What once stayed private is now constantly on display. In such a setting, repair can feel like falling behind rather than being resourceful.
And waste has followed naturally. Food is bought in excess, stored in abundance, and discarded in equal measure. Refrigerators are full beyond need. Cupboards overflow. Consumption has drifted from necessity into habit—often wasteful without intent.
The shift is subtle but unmistakable—from repair as instinct to replacement as reflex.
And somewhere in that shift, something quieter has gone missing: not just thrift, but respect—for things, for effort, and for the simple dignity of making something last.
Cirvesh Daga
So true. Partly the issue is cost of manufacturing is so low that repairs are cost prohibitively expensive. It’s cheaper to bu… 
See more
psneSootdr72aum5 690M190ym0f 1ca0c1969m6la5l3t6g9tm7c1m:2gu  
Shared with Friends, Anyone tagged, Friends of anyone tagged; Except: Acquaintances
Carbon Paper
How many remember carbon paper?
That thin blue-black sheet that quietly sat in drawers and then blackened everything it touched. Fingers first. Then face. Then, somehow, your white school shirt.
And one sheet lasted forever. Folded, crumpled, flattened, reused. Again and again. It became faint, tired, half-dead—but still in service. Nobody threw carbon paper away.
We used it for tracing too. One careful drawing, steady hand… and then one small slip. A long black drag mark across the page. Finished. Start again.
Then came typing class. Paper in, carbon in between, keys hit hard. Out came two copies—one clear, one ghostly—and both with fingerprints stamped on them for free.
And yes, some bright sparks in school discovered another use—copying signatures. Teacher’s signature. Parent’s signature. Even the Principal’s grand flourish on report cards. For a few hours, they felt very clever.
Then a teacher looked closely and said,
“Interesting signature. Why is your thumbprint next to it?”
End of story.
Children today have copy-paste.
Sarita Aston Seymour
During my time at the I.T. College hostel, there was a policy requiring lights to be turned off after 10:00 p.m., even during … 
See more
25 Years with GEMS Education — A Journey of Gratitude
On the 1st of May 2026, I complete 25 years with GEMS Education—a journey that has been deeply meaningful to me, both personally and professionally.
When I first arrived in the United Arab Emirates, it was with a simple plan to stay for a few years and then return home. I did not imagine that life would unfold here in such a lasting and fulfilling way. Over time, the UAE became home in every sense. It is a country defined by vision, safety, openness, and respect for people from all walks of life. It creates opportunity, embraces diversity, and allows people to grow and contribute with dignity. I remain sincerely grateful for all it has given me.
My journey within GEMS has brought many opportunities to learn and serve. I began as Headmaster at Dubai Modern Academy, then spent 14 very special years as Principal of The Millennium School Dubai. Over the years, I have also served as Vice President – Education, Senior Vice President, and now Executive Vice President.
Along the way, I have been involved in opening and developing schools, supporting recruitment, representing GEMS at teacher training colleges in India, speaking at forums, and leading leadership development programmes. I currently oversee six large schools within the Our Own Cluster, supporting over 30,000 students along with hundreds of dedicated teachers and staff.
I have never really seen these as positions, but rather as trust placed in me—to serve with sincerity, consistency, and care.
If I reflect on these years, what has stayed with me is a simple belief: stay committed, stay consistent, and always approach work with honesty and respect for people. I have tried to remain grounded, keep things simple, be decisive when needed, and focus on getting things done well—while helping others do the same.
In school leadership, I have always believed our first responsibility is to serve students well and earn the trust of parents, who place immense faith in us. Their partnership and feedback remain central to everything we do.
Working in education is a privilege. Being around children is a daily reminder of hope, possibility, and the importance of nurturing every young life with care.
I have been fortunate to work with many colleagues—teachers, leaders, and support staff—whose dedication and kindness have shaped this journey. Whatever I may have contributed has always been part of a collective effort, and I remain deeply grateful for the relationships and friendships built over the years.
I would also like to acknowledge our Founder and Chairman, Mr Sunny Varkey, an exceptional leader whose humanitarian vision and philanthropy have shaped GEMS with deep purpose; Mr Dino Varkey, Chief Executive Officer, whose calm and focused leadership brings clarity and stability; and Mr Jay Varkey, Deputy Chief Executive Officer, whose energy, humility, and warmth continue to inspire those around him. I would also like to express my sincere appreciation to Mrs. Shirley Varkey, whose quiet strength and grace have been a steady presence in the GEMS journey. I also fondly remember Madam Varkey, whose warmth, simplicity, and kindness left a lasting impression on all who knew her.
I am also grateful to MS Lisa Crausby - OBE – Group Chief Education Officer , and the Senior Leadership team at GEMS for their guidance, trust, and steady support over the years.
As I complete 25 years, I do so with a heart full of gratitude—for the journey, the people, the learning, and the trust placed in me.
I remain thankful to be part of this story and continue to find deep meaning in the work we do every day in education.
I thank almighty God for his blessings.
Thank you, GEMS. Thank you, UAE.
Lester DMello
Congratulations Sir on completing 25 years with GEMS Education!

Have you ever stopped to think that there are only two days in our lives that are not a full 24 hours—the day we are born and the day we leave this world?
We go through life counting days, birthdays, and years, rarely pausing to think about what they really mean or what all that counting is really leading toward. Everything in between is where our story unfolds. We don’t remember how we entered, and we don’t know how or when we’ll exit, but we are given this time in between to feel, to connect, to try, to grow.
It’s easy to get caught up in routines and worries and forget how precious ordinary days are.
Maybe it’s worth slowing down once in a while, noticing the people around us, being a little kinder, a little more patient, a little more considerate. Say the kind words, make the call, show up, forgive a little easier, love a little more openly. The moments pass quickly, and often it’s the small things that stay with people the longest.
In the end, it’s not just about how long we live, but how we make others feel while we’re here.