Persistence
Being the Change; changes the being.
Try the empathy lens:
Try a new task and stay with it for a long time, maybe an hour or so. For example, try beading something or draw parallel lines on five pages and observe when you start giving up. Notice how long you last?
When you are asking a child to do something like doing their homework or drinking milk for instance; try 2 different ways. With one child impose your decision and with another child try to negotiate. Then observe the difference in the two processes and outcomes!
We experienced
In the younger grades, children are exposed to and engage with various social causes for them to be aware and sensitised. However, for change to truly take place, it takes time and commitment, and thus the concept of ‘Persistence’ was born for older students.
Watch Kiran share the journey of the Persistence process at Riverside from its origin to it becoming a regular process in school.
Our Insights
- Initially when children started to engage with a social cause, it was an uphill task for the teachers to get children to commit themselves to it. Once children went through challenging experiences, they came back deeply moved, but that commitment was often temporary.
- Adolescents often have limited attention span but it was vital to help them recognize that you once you make a promise, you honor it. The best way to get this across was for teachers themselves to become role models!
- An idea, however good, cannot be imposed onto another, but has to be co-created and negotiated, for it to become our own!
For the Persistence initiative to thus evolve from an organic process into a systematically timetabled program, took a year of relentless effort, constant dialogue and negotiation with the students.
there was a simple process for planting seeds of compassion in children, such that it enables and fuels persistence?
We designed...
A Persistence program for key stage-3 that was timetabled such that it had equal amount of importance as the other academic subjects.
We ensured that the time set aside for each initiative was honored. We developed an organizational structure to ensure that this time was well planned and executed, not left to chance!
Each initiative is run as a mini-NGO which is led and run by students.
We planned for opportunities to engage with this idea on a weekly basis; to share and inform, reflect, get inspired and celebrate!
Here is What we Do
This video helps make visible the process of Persistence from ‘intention’ to ‘action’.
In this video watch Kiran speak about the value of Persistence and the different initiatives within it. Notice how the process is planned and implemented, get a glimpse into how it works and hear students speak about the process.
Meet the Stakeholder:
Eduhero Priti is a school leader at Riverside with Key Stage 3 (Grades 8-12). Priti has been leading the Persistence program for more than 3 years at Riverside and has a deep connection to the program. She adds a lot of value to the Riverside community by putting immense energy into her relationships with everyone at Riverside. She is loving and trustworthy, and you can rely on her for any kind of help.
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6:49
a) FAQ Video
Watch Priti share the important guidelines and tips for planning and implementing an effective Persistence program.
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5:59
b) Impact Video
Watch how the Persistence process impacts Priti, her colleagues and her students.
Tips for the Leader
- Going along with teachers and students to an actual Persistence initiative is a great way to experience it and be inspired. Observing a Planning and reflection session of students for Persistence might be a good idea to see the process in action.
- It is crucial that the tone setting for this program with the teachers and students communicates clearly that this not a process where you are doing social work or a self-sacrifice. It is to build a sense of gratitude and recognize that privileges are not just entitlements but opportunities to understand yourself, and build character.
- To timetable this process with equal importance to the other subjects will require intent and role modelling by teachers, cocreation with students, and relentless efforts from the school leaders and teachers.
Share with us your experience of how you have used this process in your context, any challenges you might have faced or just inspire us with your story :-)
Still Curious?
Write us any questions you have about this process, and we’ll get back to you.
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