Palm Leaf Craft

At Isai Ambalam School the children were learning palm leaf craft and some of them had become quite good at it. We had a trainer/facilitator Partha who travels and teaches this art while also making products to support himself. Some of the youth from STEM Land also interacted with him and learned making these products along with the children and also had some sessions with him without the children.

Ajay’s Insight

Through palm craft, I not only learned about the craft itself but also gained insight into Partha’s life experiences and how he journeyed through this art. He shared the various creations that can be made from palm trees, along with the distinct perspective he brings compared to others who pursue it for business. His interest in learning this craft from an elderly mentor who taught him initially amazes me. He also fondly recollected his early days while conversing with us. I feel thankful for the chance to engage with him and acquire knowledge from his expertise.

Sundaresan’s Insight

Engaging in palm craft has been a transformative experience for me. This creative endeavor has not only provided me with a safe way to handle materials but has also unexpectedly brought a sense of calm while doing so. Through palm craft, I’ve found a remarkable ability to channel my anger and emotions into a state of tranquility. One of the most remarkable outcomes has been the improvement in my concentration. I’ve noticed that when I immerse myself in palm craft activities, my ability to focus and stay present becomes noticeably enhanced. What’s equally important is the eco-friendly nature of palm craft. Working with non-polluting materials aligns perfectly with my values, allowing me to engage in a creative process that leaves minimal environmental impact. Moreover, the satisfaction I feel when sharing knowledge about palm products with others is truly fulfilling. Raising awareness about the benefits of palm-based items has become a personal mission, further connecting me to the craft and its positive implications. Furthermore, engaging in palm craft has had a positive impact on my daily routine by helping me reduce my screen time on my mobile phone. In an era dominated by social media, where valuable time often gets consumed, palm craft has provided a transformative shift. This hands-on activity has redirected my attention toward creating practical and creative products.

Sivaguruprasath’s Insight

Engaging in palm craft has taught me that it goes beyond creating display items – it embodies the livelihood of our ancestors, integrated into their daily routines. Partha, our craft teacher, conveyed that this craft utilized time to fulfill our needs. Crafting numerous items from palm products not only decreases reliance on plastics and synthetic materials but also aids in revitalizing the environment. Moreover, the utilization of palm crafts offers substantial benefits to human health. Attending this session was truly remarkable, leaving me content and gratified.

Sri Bhavani’s Insight

Through this palm craft session, I’ve come to realize that I can learn new things when I approach tasks with diligence and a keen interest. This learning experience is assisting me in cultivating more passion and diligence, aligning my actions with my thoughts. It’s encouraging me to consider various possibilities and think in different ways.

Reflections from the Spanish teachers after interacting with Sanjeev About STEM Land

I am glad to share with you our feelings after our meeting.
It was very inspiring to hear and feel the vision you have for the education of children.

Developing your self-awareness through the observation of what you want to share and bring out to the world, is a beautiful and profound way to help others find their way in their lives.

“We live from inside to outside,” you said when talking about the process of teaching and learning in the school. This was touching for many of us, who frequently forget about this in our daily lives.

Putting together the youth working in a tech company with the children at school is a beautiful act of compassion for all people involved. And it is an inspiring idea that can be replicated elsewhere to bring joy and purpose to children and young workers.

We will keep in touch and share with you what the group will do and feel about our visit to Auroville. Thank you very much for your time and love. 

Igniting Minds through Innovative Teacher Training: Mathegramming Academy’s STEM-Centric Sessions in Edayanchavadi and Bommayarpalayam Government Schools.

Mathegramming Academy embarked on a remarkable journey by organizing enlightening sessions in government schools located in Edayanchavadi and Bommayarpalayam. These training sessions aimed to equip students with the tools and techniques needed to create engaging and impactful learning experiences.

The training sessions for Government School Edayanchavadi are slated for every Friday, while sessions for Government School Bommayarpalayam are scheduled every Monday. Each training session spans a duration of 2 hours. Among the highlights were explorations into STEM education, ground rules, and innovative teaching using GeoGebra, all of which set the stage for a dynamic and promising future for both teachers and students.

The training sessions commenced with an insightful introduction to STEMland –where creativity and critical thinking converge to pave the way for meaningful learning experiences. Through this introduction, teachers got the importance of STEM education in fostering holistic development, preparing students for real-world challenges, and nurturing a love for learning beyond the classroom.

We shared the ground rules of STEMland – respect yourself, respect others, and respect the materials. These guidelines foster a collaborative and supportive environment, emphasizing the value of respect, active participation, and open dialogue. This initial step set the tone for a productive and engaging training experience and learning from one another.

One of the highlights of the training sessions was the introduction to GeoGebra – a versatile mathematical software that empowers educators to create interactive visualizations and simulations. Through hands-on activities, teachers discovered how GeoGebra could be integrated into their teaching practices, transforming abstract concepts into tangible, interactive experiences. This innovative approach breathed new life into mathematics lessons, making them more relatable and engaging for students.

Exploring the Sum of Interior Angles of a Triangle: A particular highlight of the training was the exploration of the sum of interior angles in a triangle. Teachers delved into this fundamental geometrical concept using GeoGebra, unraveling the mysteries of why the angles of a triangle always add up to 180 degrees.

 The utilization of GeoGebra not only demystified mathematical concepts but also kindled a passion for exploration and discovery among young minds.

Mathegramming Academy’s teacher and children training sessions in Edayanchavadi and Bommayarpalayam illuminated a path toward a brighter future for education. As we celebrate this remarkable endeavor, we continue to champion innovative approaches in education especially for those who do not have access to it.

Empowering Vaasavi School Teachers: A Transformative Session on Radical Transformational Leadership Profiles and the Versatility of Dienes Blocks?


In a commitment to fostering holistic and effective teaching practices, Mathegramming Academy delivered a session on the four Profiles from Radical Transformational Leadership (RTL). This session also introduced the innovative Dienes Blocks, a versatile teaching tool with multiple educational applications.  Additionally, we’ll delve into the benefits of integrating Dienes Blocks into the curriculum for enhanced learning experiences.

Radical Transformational Leadership (RTL) tools are designed to empower individuals to create transformative and sustainable changes in society. The session at Vaasavi School introduced an individual’s four essential Profiles:

1. Wisdom Profile:

The Wisdom Profile emphasizes the cultivation of self-awareness and mindfulness in teachers. By tapping into their inner wisdom and intuition, teachers can better understand their purpose, values, and vision for the classroom. This heightened awareness helps make sound decisions that positively impact students and the learning environment.

2. Personality Profile:

The Personality Profile delves into the individual styles and traits of teachers. Emphasizing authenticity and empathy, this profile encourages teachers to embrace their unique strengths and foster genuine connections with students. As with any style, no style is better or worse, but adds richness and diversity.

3. Professional Profile:

The Professional Profile is about the specific skills and our gift to the world. Continuous professional development is crucial in this profile, as it enables teachers to refine their teaching techniques, stay updated with innovative practices, and effectively manage the challenges of modern education.

4. Social Profile:

The Social Profile emphasizes the importance of teachers as change agents in society. By engaging with the community, collaborating with colleagues, and addressing social issues both in and outside the classroom, teachers can create a positive impact beyond the boundaries of their school.

Four different personalities

Processing Insight from Teachers

Introducing Dienes Blocks

 The Dienes blocks consist of units, rods, flats, and cubes, each representing different place values. Dienes Blocks facilitate hands-on learning experiences and offer a visual representation of mathematical concepts, making abstract ideas more concrete and accessible to students.

Uses and Benefits of Dienes Blocks in the Classroom

1. Concrete Understanding: Dienes Blocks help students grasp mathematical concepts, such as place value, addition, subtraction, multiplication, and division, in a concrete and tangible manner. This deep understanding fosters a strong foundation for further mathematical exploration.

2. Active Engagement: The hands-on nature of Dienes Blocks encourages active engagement in the learning process, promoting student involvement and participation during math lessons.

3. Problem-Solving Skills: Through manipulation of the blocks, students develop critical thinking and problem-solving skills as they explore different strategies to solve mathematical problems.

4. Visual Representation: The visual representation of mathematical operations using Dienes Blocks benefits visual learners, allowing them to comprehend complex concepts more effectively.

5. Collaborative Learning: Dienes Blocks foster collaborative learning as students work together, share ideas, and discuss mathematical concepts, promoting teamwork and communication skills.


The transformative session on Radical Transformational Leadership Profiles and the incorporation of Dienes Blocks at Vaasavi School is a significant step towards empowering teachers and enhancing their teaching practices. By embracing the Wisdom, Personality, Professional, and Social Profiles from Radical Transformational Leadership, educators can cultivate a transformative leadership approach that positively influences both students and the community. Additionally, the integration of Dienes Blocks into the curriculum enables teachers to create engaging and effective math lessons, promoting a deeper understanding of mathematical concepts among students. With these empowering tools and strategies, Mathegramming Academy continues to shape a brighter future for teachers and students.

2nd session at Vasavi International School

The 2nd session at Vasavi International School started with reflections on the previous session, deep listening managing background conversation, and the application of the Phonics Method of Multiplication Tables.

Facilitated by the Mathegramming team, teachers were guided on how to still themselves and open-heartedly listen especially to their students. The teachers learned to handle their background conversations such as right /wrong, agree/disagree, finding a flaw, thought of not taking responsibility, polarization with Us/them, exclusive options of either this or that rather than both, and scarcity mindset of not enough. Their reflections were that such background conversations may lead me to biases and prejudices and making decisions from these rather than the situation at hand. I have a choice to ignore all these and have a deep listening to the situation and make a decision.  If I am preoccupied with background conversations it limits me

With practical techniques such as deep listening and teachers gained a deeper understanding of how to listen open-heartedly.

The Mathegramming team introduced the Phonics Method of Multiplication Tables, a three-dimensional mental map to help children who have difficulty in multiplication tables.

Introduce all the images in the Phonics Method of Multiplication Tables and ask children what they are along with the sounds. Make children practice the names of the objects and see if they can identify the sounds while saying the names of the objects.

Eg:  foot

Deciphering the sounds and numbers:

Map the numbers from 0-9 with the sounds.

Practice making children map the numbers with the sounds for all the objects.

See if children can say the numbers instead of the object name between the two numbers/on top of the number in the room.

 The Pictures of scratch projects is shown below.

To provide a hands-on experience, the Mathegramming team helped teachers create a unique Scratch project based on the Vaughn Cube.

The teacher training session at Vasavi School proved to be an empowering and transformative experience for educators. Armed with the insights gained on self-reflection, deep listening, managing background conversation, and the phonics method, teachers are better equipped to create a positive and nurturing educational environment for their students.

Embracing the Future of Education: Faculty Visit to STEM Land

On July 29th, 2023, the vibrant campus of STEMland welcomed esteemed faculty members from diverse disciplines and various states across India. The purpose of their visit was to attend a faculty training program aimed at equipping them with the necessary knowledge and skills to implement the UGC structure of the Gurudakshita program. Dr.Sanjeev, the founder of STEMland, warmly received the group and initiated the day with an engaging presentation on the B.Voc program and the Mathegramming Academy.

Sanjeev has been at the forefront of transforming the landscape of education at STEMland. His passion for bridging the gap between theoretical learning and practical application led to the inception of the B.Voc program. This program blends vocational education with traditional academic courses, providing students with industry-relevant skills and knowledge. The success of this initiative has been recognized not only in India but also globally.

The Mathegramming Academy is one of the cornerstones of STEMland’s innovative scaling program. This pioneering initiative aims to combine mathematics and computer programming, enabling students to leverage computational thinking in solving real-world challenges. The Academy’s approach has garnered praise for its effectiveness in nurturing critical thinking skills and enhancing problem-solving abilities among students.

The visiting faculty members were from diverse academic backgrounds, representing disciplines such as Management, French, Botany, Philosophy, History, and Chemistry. Each of them hails from different states in India, including Madhya Pradesh, Assam, Tamil Nadu, Andhra Pradesh, Gujarat, and Kerala. With a range of experiences and expertise, they brought a unique perspective to the table.

The age range of the faculty members was between 35 to 45, a group known for its dynamic energy, professional experience, and open-mindedness to embrace new educational approaches.

Sanjeev’s presentation on the B.Voc program and Mathegramming Academy set the stage for the faculty training program. The focus was on enriching the visiting faculty members’ understanding of the UGC structure of the Gurudakshita program and providing them with the tools needed to implement it effectively in their respective disciplines.

The UGC structure of the Gurudakshita program emphasizes interdisciplinary learning, promoting collaboration across different academic domains. It encourages students to take up challenging projects that address real-world issues, enabling them to become critical thinkers and responsible global citizens.

During the training program, the faculty members participated in hands-on sessions and discussions. They actively shared their experiences, challenges, and aspirations, fostering a vibrant exchange of ideas. This collaborative atmosphere laid the foundation for building a strong network of educators committed to transformative education.

After the training sessions, the faculty members were given a tour of the STEMland campus. They witnessed the implementation of the innovative curriculum, where classrooms were transformed into hubs of creativity and inquiry. The spirit of exploration and curiosity was evident as students worked on various projects and engaged in cross-disciplinary activities.  

They were inspired by the institution’s commitment to providing students with a holistic and cutting-edge education. The experience motivated them to explore new pedagogical approaches and integrate real-world applications into their teaching methods.

The day concluded with a sense of optimism and excitement. insights gained at STEMland, they are bound to catalyze a positive change in the lives of their students and the broader community.

In conclusion, the faculty visit to STEMland served as the power of collaboration, innovation, and passion in shaping the future of education.

Vipassana Experience:


My experience as an old student at a Vipassana Meditation Center was truly life-changing. The retreat reminded me of the inner peace that exists within me. Through Vipassana meditation, I can cultivate awareness of my sensation related to problems which I face, free myself from the limitations of the mind, and discover my true self. Given enough clarity to be true to me.

Another thing that I found was why an old student sits in front of the row. Because it gives motivation to new students to stay still by looking at the old students. I was an example for other students by obeying the rules and maintaining noble silence.


As we do Vipassana in our office every Monday morning for an hour, initially I thought it was easy to stay for 10 days in meditation, but later I realized that it needs immense patience to do Vipassana. When the sensations arise, I learned that nothing is permanent and it’s a state of mind to get trapped in or to let go. Overall Vipassana helped me to discover my inner peace and it increased the accuracy of my project delivery without losing control of my emotions.           

Poonguzhali K

I didn’t think I would participate in Vipassana because I was never on my own for 10 days, but I participated with self-belief. Vipassana was very helpful in balancing me. I learned to be happy and equanimous in all situations. I learned that self-inquiry is a gradual process of purifying the mind. I learnt not to react to my sensations. I was able to gain the mastery of my mind. I also learnt that I should fill my mind with positive thoughts and get rid of aversion and hatred.


Participating in a Vipassana course was a transformative and eye-opening experience. During the ten-day course, silence became a powerful tool to enhance inner reflection and understanding.

The daily practice of Vipassana meditation brought a sense of tranquility and clarity, helping me observe the impermanence of sensations and thoughts without attachment. The Vipassana experience remains a cherished memory, serving as a guiding light on my journey toward self-discovery and inner peace.  

Jayabharathi The 10 days vipassana course was a different experience for me. I learnt to observe and accept reality as it is. I learnt to control my mind which was earlier addicted to habitual patterns. I was able to accept the fact that the law of nature treats everyone equally and nothing lasts forever. I learnt that I should generate love, peace and harmony within myself and I should also share the same with everyone. It gave me exposure to learning the pathway of leading a moral life.


Mathegramming Academy continued to engage with the teachers of Vaasavi International School to support them learn and design a program that will work for their school. This week’s teacher training session left participants inspired and equipped with innovative teaching methodologies. The program delved into reflections on system principles, Mathegramming project demos, algebraic tiles, and designing classes with Conscious full System Response (CFSR).

Reflections on System Principles:

The teacher training session kickstarted with an enlightening reflection by teachers on system principles. Educators reflected on their understanding of how components within a system interact and influence each other. Teachers learned how to apply the principles of systems and culture in their classrooms, considering the dynamics between students, curriculum, and teaching methods. By incorporating system thinking into their teaching approach, instructors can develop more holistic and effective educational strategies.

Mathegramming Project Demos:  

One of the highlights of this session was the demonstration of Mathegramming projects by the team based on concepts that the teachers had brought up in the past. Mathegramming, an innovative teaching method that combines visual mathematics with programming and creating projects, captivated the teachers’ attention. The team showcased interactive projects that demonstrate complex mathematical concepts and science topics through fun and engaging scratch programs. It sparked excitement among the educators as they realized the potential of integrating technology into their lessons to enhance students’ learning experiences.

Introduction to Algebraic Tiles:

Algebra can be a challenging subject for students, but the training session introduced a powerful tool for teaching algebraic concepts: algebraic tiles. Educators were given hands-on experience in using algebraic tiles to demonstrate factorization, forming equations, and exploring algebraic identities. The teachers felt that the tactile nature of algebraic tiles helps students visualize abstract algebraic expressions, making the learning process more accessible and enjoyable. Teachers left the session equipped with a new approach to demystifying algebra for their students.

Designing Classes using Conscious Full System Response (CFSR): CFSR, an emerging teaching methodology, emphasizes creating a conscious and responsive learning environment. Teachers were guided on how to design their classes by considering the needs, interests, and learning styles of their students. The CFSR approach encourages teachers to be adaptable, intuitive, and empathetic in their interactions with students. This fosters a positive and inclusive learning atmosphere that encourages active participation and academic growth.

The teacher training session at Vaasavi International School was an enriching and empowering experience for all participants. As educators, they discovered new and innovative ways to inspire and educate their students effectively. The insights gained from the sessions on system principles, Mathegramming, algebraic tiles, and CFSR will undoubtedly impact their teaching practices positively.

Vaasavi International School’s commitment to providing quality education extends not only to its students but also to its educators, ensuring they are equipped with the best tools and knowledge to make a lasting impact on the lives of their students.

Through such transformative teacher training initiatives, Vaasavi International School fosters an environment of growth, creativity, and excellence in education.

Mathegramming Academy trains Vaasavi international school teachers

Mathegramming Academy is happy with its baby step in collaborating with Vaasavi International School to train teachers in Mathegramming – visual mathematics using programming with responsibility.

Mathegramming Academy and Vaasavi International School have partnered to enhance math learning for students. The partnership will focus on using technology to create more engaging and interactive math lessons. Our learning modules synthesize the technical development of a teacher along with developing competence and supporting inner capacity with RTL (Radical Transformational Leadership) tools. This is because skill in itself is insufficient to create meaningful and sustainable change in society.

Vaasavi International School is a private CBSE school in Puducherry that offers a holistic education. The school is committed to using technology to enhance learning. The school has been selected to be a model school in Pondicherry for implementing NEP and this is where we are supporting them.

The partnership is expected to benefit both Mathegramming Academy and Vaasavi International School. For Mathegramming Academy this offers an opportunity to reach out to 320 children (initial target from 6th-8th grade) and in time the remaining teachers who are currently getting trained as well. Vaasavi International School will be able to offer its students more engaging and interactive math lessons. The partnership is a significant step forward for both Mathegramming Academy and Vaasavi International School and a sign of their commitment to using technology to enhance math and science learning.

Mathegramming Academy recently conducted the first teaching training session for teachers at Vaasavi International School on 13th June 2023. The Mathegramming Academy team with support from C3STREAM Land Designs (C3SLD) seniors who visited the school and presented a session on the RTL tool Stand and Fear and a brief explanation about the upcoming sessions. The session focused on how to use technology to enhance math learning.

A short video on what C3SLD has been doing in the last 10 yrs which is being codified in Mathegramming Academy was shared as an introduction.

The training then was led by Mathegramming Academy’s founder, Dr. Sanjeev. During the training session, Sanjeev delivered on sourcing one’s universal values to lead a transformation. Each teacher shared what they deeply care about. Sandhiya from C3SLD presented our socialized fear and how to transcend this fear to do something new followed by insights (what I learned about myself). Sanjeev and Sandhiya processed insights.

Sanjeev also explained how Mathegramming Academy can help students visualize math concepts, solve problems more effectively, and develop critical thinking skills by training teachers.

The teachers at Vaasavi International School were deeply influenced by the training and shared their insights on discovering the qualities they stand for and want to see in children. They also appreciated the opportunity to learn about new ways to use technology in math learning. They are excited to use the skills they learned in the training session to create more engaging and effective math lessons for their students. Mathegramming Academy is looking forward to being in action.

Design session for Mathegramming Academy

A design session in radical transformational leadership is a process of creating a vision for the future and then developing a plan to achieve that vision. It is a leadership program that supports learning what I deeply care about and aligning it with systems shifts and strategic action.

The Mathegramming Academy attended the session which was held on the 24th and 26th of May.

The design session began with a group of people coming together to share their projects. This was hosted by Dr.Sudharshan from RTL Works. This is followed by a discussion of the challenges that must be overcome to achieve these projects. Once the challenges are identified, the group works together to develop a plan of action.

The action plan should be specific, measurable, achievable, relevant, and time-bound. It should also be based on the group’s values and beliefs. Once the plan is in place, the group can begin to implement it.

The design session allows the group to come together, share their ideas, and develop a plan for change. The action plan can then be used to guide the group’s efforts and help them achieve their goals.

In the session, the Mathegramming team discussed the following with the RTL works by presenting the three templates of architecture for equitable and sustainable change. Dharani from the Mathegramming team presented the templates with the inputs from the rest of the team. The templates are the Conscious full spectrum response model, Respond and realize, and Synergistic operational strategies.

  • Defining the problem or opportunity. What is the issue that the group is trying to address? What are the opportunities that the group is seeking to exploit?
  • Identifying the stakeholders. Who are the people who will be affected by the change? What are their needs and interests?
  • Generated ideas. Made a list of possible solutions to the problem or opportunity.
  • Evaluated the ideas. Assessed the feasibility and potential impact of each idea.
  • Chose a course of action. Selected the best idea and develop an implementation plan.
  • Implementing the plan. Putting the plan into action and monitoring its progress.
  • Evaluating the results. To assess the impact of the change and make necessary adjustments.

The session was an eye-opener and paved the way to look at different and multiple perspectives of the project. It narrowed the gaps in the project. It was interesting. We thank the RTL workers for their time and feedback. We look forward to being in action.

Insights from the team:

My name is Premkumar I deeply care about courage and equality for myself and others. I was able to notice the gap in the Conscious Full Spectrum Response (CFSR) and all other templates and I am able to relate the Synergistic Operational Strategies with the Mathegramming academy. I could see that my plan and strategies were aligned well after the design session.

My name is Sivasankar. I stand for courage for myself and others.  I noticed from the design session that I need to have the relevant information needed for the project, Information like students’ progress, social media, etc.

My name is Soundhariya and I stand for courage for myself and others I learned how to reframe my CFSR sheet. I got more clarity and I got some points to insert in my project specifically about policies, schemes, and laws.

My name is Ilakya Arasi, I stand for patience and courage for myself and others.
While filling the CFSR with my team I am able to see how vast our project is. When I had filled it alone without my group my approach was only about how to teach and learn maths rather than the societal and cultural changes we wanted to achieve from the project. In SOS, I realized there are many things I need to learn and explore and there is so much to practice.

My name is Dharani. I deeply care about perseverance and equity for myself and others. I noticed the alignment between the three circles and was able to add more operating principles to the project. I gained more specificity in the action plans.

My name is Preethi and I stand for courage and kindness for myself and others. Through the design session, I have acquired the knowledge of optimizing CFSR, which will prove valuable for my upcoming projects.