By Siddharth Rajgarhia
Schools rarely fail for lack of ideas. They stumble in the long stretch between inspiration and implementation — between what we know we should do and what we actually do every day in our classrooms and corridors.
Every school leader and teacher has been there: returning from a powerful workshop, full of clarity and intent, only to find the pull of the timetable, the noise of exams, and the weight of the everyday slowly dimming that spark. The question isn’t whether our educators care — it’s whether our systems help them turn reflection into reliable routines.
That’s where Equanimity Learning’s digital courses step in — not as another layer of training, but as a bridge between knowing and doing.
The Missing Middle: From Strategy to Practice
Educational researcher John Hattie has shown that professional learning has the highest impact when it leads to deliberate practice — teachers applying small, clear strategies, measuring their impact, and refining them over time. Yet most professional development fails here: it inspires without sustaining.
At Equanimity Learning, we built our platform to close that loop. Each course is a micro-learning experience designed to help teachers act on evidence-based practices in manageable, meaningful ways. The idea is simple: one new move, one clear instruction, one calmer transition — all grounded in what research says works.
It’s what we call the 1% Better philosophy — rooted in behavioral science and aligned with Hattie’s insight that visible learning grows when teachers “know their impact.” Small, intentional improvements compound faster than grand reforms.
Designed for Real Classrooms
Our courses are not digital replicas of long workshops. They are born from real school life — 40-minute periods, tired teachers, noisy corridors, hopeful learners. Each 10–15 minute module follows a cycle proven to strengthen retention: Learn → Reflect → Implement → Share.
This approach draws on Kolb’s experiential learning theory and Dylan Wiliam’s formative assessment research, emphasizing continuous feedback and reflection as drivers of teacher growth. Reflection isn’t a pause; it’s a performance multiplier.
Built Around What Works
Every module rests on globally recognized educational thought:
- Rob Plevin’s classroom management strategies — focusing on proactive routines, emotional safety, and relationships before rules.
- Stephen Covey’s 7 Habits: — grounding teacher resilience in renewal across body, mind, heart, and spirit.
- Bloom’s Taxonomy and Schooling by Design (Wiggins & McTighe) — ensuring every learning outcome moves from recall to transfer.
The result is a blend of theory and practicality — evidence meets empathy. Leaders don’t need more dashboards; they need language that builds trust. Teachers don’t need longer checklists; they need small, clear wins. Schools don’t need slogans; they need systems that sustain good practice long after enthusiasm fades.
What Educators Experience Inside a Module
Each module is designed for instant classroom transfer:
- A crisp explainer video (2–4 minutes) introducing the concept.
- A classroom model or script that shows what the strategy sounds like in real life.
- A ready-to-print tool — routine cards, feedback stems, or observation templates.
- A “try this week” action to bridge learning and doing.
- A reflection prompt that makes progress visible.
This design echoes findings from Cambridge’s “Effective Teacher Professional Development” framework (2019), which emphasizes active learning, sustained duration, and feedback loops.
From Individual Growth to Collective Culture
When teachers practice reflection together, something powerful happens. Faculty meetings evolve into learning huddles. Walkthroughs become coaching sessions. Conversations move from judgment to curiosity. In other words, professional development becomes culture.
That’s what the 1% Better movement looks like in practice: teams that pause, think, test, and adjust — building a rhythm of growth rather than a race for perfection. Over time, schools become learning organisms — responsive, calm, and committed to purpose.
A New Era of Professional Learning
As Carol Dweck’s research on growth mind-set reminds us, improvement thrives in environments that value effort, experimentation, and feedback. Teachers need that same culture of psychological safety we try to create for students. Digital learning, when designed thoughtfully, can sustain it — offering flexible, reflective spaces for professional renewal.
Equanimity Learning’s courses are part of that new era — one where professional learning isn’t an interruption but an integration; where educators aren’t just trained but transformed; and where every small improvement compounds into collective excellence.
Because schools don’t change by accident. They change by design — one confident, research-informed step at a time.
(The above article is authored by Siddharth Rajgarhia, Co-Founder Equanimity Learning, Chief Learner and Director, Delhi Public School- Varanasi, Nashik, Lava Nagpur & Hinjawadi Pune. Views are his personal)