Respected Centre Head, Sri Shanmugha Valli Madam,

Greetings of the Day!

Firstly, I would like to share with you an apology for the complaint raised
by my kid Aswath, though it was unintentional and was actually done by
my younger kid while we left the laptop unattended, it is definitely a
mistake caused by negligence. I assure you that such things would not
happen again and I heartfully thank Ms. Jalpa Madam for understanding
the matter.
Apart from this, I would like to share with you some of my thoughts
regarding the change in class schedules because of the Hybrid learning.
As I once said “Don’t be afraid to try new things. They aren’t all going to
work, but when you find the one that does, you’re going to be so proud of
yourself for trying.”. I am Still stick to those words, as the decisions
made by you are definitely going to help and improve the child’s future.
I would like to add some concerns which I noticed in the past couple of
days after the start of the Hybrid Learning and bringing it to your notice
from a parent’s point of view, so that it help you take any unbiassed
decisions or changes in future.
When it comes to the Hybrid learning, there are limits, of course, to
these general rules of thumb.
When the classes got divided into the online and offline, there was a
clear imbalance in the student teacher ratio.
Online learning has the potential to drive student engagement sky-high.
However, to be effective, online learning needs to grab and keep student
attention. Unfortunately, that is difficult to do if a teacher is trying to
manage a classroom of 32 different students at once. Smaller online
classrooms give instructors a chance to interact with students more
directly, with fewer distractions and less chaos(many students speaking
and disturbing in between). 
Whether it’s in an online or in-person setting, students benefit from one-
on-one direction. The more teachers are able to check in on a personal
level, the easier it is to determine learning needs and preferred learning
styles.
Unfortunately, in overcrowded online settings, it is easy for education to
become watered down, generic, and aimed at the goals of the majority
rather than the individual (which never happened at seeds as far as my
journey with you since 3 years). Conversely, just as you have been
implementing till date, the small classes make room for frequent check-
ins, targeted direct instruction, and learning outcomes that line up with
the student’s goals.
Smaller classrooms give teachers more flexibility to do what they do
best: teach and lead. Rather than being stretched across a broad
classroom, teachers in small classrooms can build meaningful
connections, focus on more targeted learning, and reduce their overall
stress.
My second point is student – teacher attachment, Every teacher has
her or his own style of teaching.

student-
teacher relationships can influence
students’ academic engagement,
motivation, and achievement
(Archambault, Janosz, & Chouinard,
2012;
Bernstein-Yamashiro & Noam,
2013; Collie, Martin, Papworth, &
Ginns,
2016; Cornelius-White, 2007;
Goodenow, 1993; Hughes & Cao,
2017;
Kannapel & Clements, 2005; Lee,
2012; Raufelder, Scherber, & Wood,
2016;
Sointu, Savolainen, Lappalainen, &
Lambert, 2017; Vollet, Kindermann,
&
Skinner, 2017; Wang, 1990;
Wentzel, Russell, & Baker, 2016;
Wentzel, 2009,
2012). The benefits of strong
student-teacher relationships extend
beyond
such proximal factors related to
academic success, and are also
associated
with factors related to the broader
school context, such as perceptions
of
school climate (Adams, Ware,
Miskell, & Forsyth, 2014), a feeling
of belong-
ing or connectedness (Cohen,
McCabe, Michelli, & Pcikerall,
2009), and
improved student behavior
(Bernstein-Yamashiro & Noam,
2013). These fac-
tors also are important because when
students feel emotionally connected
to
school, safe, and fairly treated, they
are less likely to engage in behavior
that
is disruptive to their own and other’s
academic engagement, and more
likely
to exert effort to do well (Lee, 2012).
Studies suggest that these linkages
may
be particularly salient in the middle
school (Hughes, Im, & Allee, 2015;
Wentzel & Wigfield, 2009).
student-
teacher relationships can influence
students’ academic engagement,
motivation, and achievement
(Archambault, Janosz, & Chouinard,
2012;
Bernstein-Yamashiro & Noam,
2013; Collie, Martin, Papworth, &
Ginns,
2016; Cornelius-White, 2007;
Goodenow, 1993; Hughes & Cao,
2017;
Kannapel & Clements, 2005; Lee,
2012; Raufelder, Scherber, & Wood,
2016;
Sointu, Savolainen, Lappalainen, &
Lambert, 2017; Vollet, Kindermann,
&
Skinner, 2017; Wang, 1990;
Wentzel, Russell, & Baker, 2016;
Wentzel, 2009,
2012). The benefits of strong
student-teacher relationships extend
beyond
such proximal factors related to
academic success, and are also
associated
with factors related to the broader
school context, such as perceptions
of
school climate (Adams, Ware,
Miskell, & Forsyth, 2014), a feeling
of belong-
ing or connectedness (Cohen,
McCabe, Michelli, & Pcikerall,
2009), and
improved student behavior
(Bernstein-Yamashiro & Noam,
2013). These fac-
tors also are important because when
students feel emotionally connected
to
school, safe, and fairly treated, they
are less likely to engage in behavior
that
is disruptive to their own and other’s
academic engagement, and more
likely
to exert effort to do well (Lee, 2012).
Studies suggest that these linkages
may
be particularly salient in the middle
school (Hughes, Im, & Allee, 2015;
Wentzel & Wigfield, 2009).
student-
teacher relationships can influence
students’ academic engagement,
motivation, and achievement
(Archambault, Janosz, & Chouinard,
2012;
Bernstein-Yamashiro & Noam,
2013; Collie, Martin, Papworth, &
Ginns,
2016; Cornelius-White, 2007;
Goodenow, 1993; Hughes & Cao,
2017;
Kannapel & Clements, 2005; Lee,
2012; Raufelder, Scherber, & Wood,
2016;
Sointu, Savolainen, Lappalainen, &
Lambert, 2017; Vollet, Kindermann,
&
Skinner, 2017; Wang, 1990;
Wentzel, Russell, & Baker, 2016;
Wentzel, 2009,
2012). The benefits of strong
student-teacher relationships extend
beyond
such proximal factors related to
academic success, and are also
associated
with factors related to the broader
school context, such as perceptions
of
school climate (Adams, Ware,
Miskell, & Forsyth, 2014), a feeling
of belong-
ing or connectedness (Cohen,
McCabe, Michelli, & Pcikerall,
2009), and
improved student behavior
(Bernstein-Yamashiro & Noam,
2013). These fac-
tors also are important because when
students feel emotionally connected
to
school, safe, and fairly treated, they
are less likely to engage in behavior
that
is disruptive to their own and other’s
academic engagement, and more
likely
to exert effort to do well (Lee, 2012).
Studies suggest that these linkages
may
be particularly salient in the middle
school (Hughes, Im, & Allee, 2015;
Wentzel & Wigfield, 2009).
student-
teacher relationships can influence
students’ academic engagement,
motivation, and achievement
(Archambault, Janosz, & Chouinard,
2012;
Bernstein-Yamashiro & Noam,
2013; Collie, Martin, Papworth, &
Ginns,
2016; Cornelius-White, 2007;
Goodenow, 1993; Hughes & Cao,
2017;
Kannapel & Clements, 2005; Lee,
2012; Raufelder, Scherber, & Wood,
2016;
Sointu, Savolainen, Lappalainen, &
Lambert, 2017; Vollet, Kindermann,
&
Skinner, 2017; Wang, 1990;
Wentzel, Russell, & Baker, 2016;
Wentzel, 2009,
2012). The benefits of strong
student-teacher relationships extend
beyond
such proximal factors related to
academic success, and are also
associated
with factors related to the broader
school context, such as perceptions
of
school climate (Adams, Ware,
Miskell, & Forsyth, 2014), a feeling
of belong-
ing or connectedness (Cohen,
McCabe, Michelli, & Pcikerall,
2009), and
improved student behavior
(Bernstein-Yamashiro & Noam,
2013). These fac-
tors also are important because when
students feel emotionally connected
to
school, safe, and fairly treated, they
are less likely to engage in behavior
that
is disruptive to their own and other’s
academic engagement, and more
likely
to exert effort to do well (Lee, 2012).
Studies suggest that these linkages
may
be particularly salient in the middle
school (Hughes, Im, & Allee, 2015;
Wentzel & Wigfield, 2009).
student-
teacher relationships can influence
students’ academic engagement,
motivation, and achievement
(Archambault, Janosz, & Chouinard,
2012;
Bernstein-Yamashiro & Noam,
2013; Collie, Martin, Papworth, &
Ginns,
2016; Cornelius-White, 2007;
Goodenow, 1993; Hughes & Cao,
2017;
Kannapel & Clements, 2005; Lee,
2012; Raufelder, Scherber, & Wood,
2016;
Sointu, Savolainen, Lappalainen, &
Lambert, 2017; Vollet, Kindermann,
&
Skinner, 2017; Wang, 1990;
Wentzel, Russell, & Baker, 2016;
Wentzel, 2009,
2012). The benefits of strong
student-teacher relationships extend
beyond
such proximal factors related to
academic success, and are also
associated
with factors related to the broader
school context, such as perceptions
of
school climate (Adams, Ware,
Miskell, & Forsyth, 2014), a feeling
of belong-
ing or connectedness (Cohen,
McCabe, Michelli, & Pcikerall,
2009), and
improved student behavior
(Bernstein-Yamashiro & Noam,
2013). These fac-
tors also are important because when
students feel emotionally connected
to
school, safe, and fairly treated, they
are less likely to engage in behavior
that
is disruptive to their own and other’s
academic engagement, and more
likely
to exert effort to do well (Lee, 2012).
Studies suggest that these linkages
may
be particularly salient in the middle
school (Hughes, Im, & Allee, 2015;
Wentzel & Wigfield, 2009).
Student-teacher relationships can influence student’s academic
engagement, motivation, and achievement. The benefits of strong
student-teacher relationships extend beyond such proximal factors
related to academic success, a feeling of belonging or connectedness, and
improved student behaviour. These factors also are important because
when students feel emotionally connected to school, safe, and fairly
treated, they are less likely to engage in behavior that is disruptive to
their own and other’s.
It is applicable to both Anuradha Madam and Haritha Madam as well.
Both are professionally perfect, but, emotionally attached to their
respective classes since the start of the Academic Year, the students
being the same.
I hope you understand my points and take into consideration my
concerns, into consideration.
To conclude my mail, Online learning in a class of 500 may be
worthwhile for some students and ineffective for others. Nevertheless, it
is wise to keep in mind the words of Sir Ken Robinson who led the
British government's Advisory Committee on Creative and Cultural
Education - "There is no system in the world or any school in the country
that is better than its teachers. Teachers are the lifeblood of the success
of schools."