Krsna Daswani,

My first year there was exciting and it was easy to find a friend not just in other students but in teachers too. The institute has a small number of students and at first I thought it was better to have a larger student body but after my first year at the school I realized that we were just like a family and that is when I knew I was in a school like no other. We were more than just a concrete building with stalwart teachers and conventional students, we were a bevy of incredibly determined teachers and eager students who could come to school and know that we were in a place where people wanted us to be better and would not give up on anybody.




Mentorship Programme

At DYPIC, moulding good human beings has been of paramount importance. The recently initiated Mentorship Programme carved and adopted for both the boarders as well as the day scholars is a concrete and pragmatic step in that direction. Teachers and students are matched and an exclusive mentor-mentee group is formed. Set outside the formal classroom set up, the mentee is provided with a new space and a new zone to establish interaction with a mentor figure that will be a guide, a friend. As Sean Paul said, “I think kids should have a mentor and a role model, but that they shouldn't take one person's opinion to be what we call final assessment or judgment about how life is supposed to be.” Under this mentorship programme, we aim and intend to lend that broadperspective to the mentees, which is devoid of judgment, prejudice and bias. Academic graphs may not suffice when it comes to constructing a future. And we, at DYPIC, understand that. From out-of-class academic assistance, university applications to watching movies and healthy discussions; the mentorship programme promises to be a vibrant and effective tool for chiseling our students further. To aid the teachers and boarding parents better in that endeavor, we had organized an interactive session with Dr. John Barclay, an advisory on the Hebron School Board and a consultant with Destiny Education. In addition to having had many years of administrative experience in boarding schools, he has visited many boarding schools and has conducted workshops for residential staff in boarding schools in India, Thailand, Korea, Australia, Nepal and Pakistan. He has visited schools and families living cross-culturally and conducted workshops on the Third Culture Kid (TCK) experience and related issues, to teachers, parents and TCKs in a dozen countries. When his wealth of knowledge and experience met with our host of teachers, there was a purposeful exchange of ideas and practices that are both contemporary and relevant for the young children we are in the process of grooming and mentoring. Here’s wishing that we make, mould and mentor the
finest gems of IB educated youth.