Dr Rohit Jaiman, M.D.

Dr Rohit Jaiman, the Chairman of the AIPECCS Society and CSKM Group of Institutions did his MBBS from the prestigious Maulana Azad Medical College, New Delhi. He topped in MD, Psychiatry Examination. Dr. Rohit Jaiman is a leading consultant neuro-psychiatrist in premier Delhi hospitals.

Dr Rohit Jaiman has a wonderful understanding of human nature. He is an avid photographer and was a keen debater and an award-winning play director. Extremely perceptive and intuitive, his insight into situations and empathy for people encourages all to give their best to the school. Dr. Rohit Jaiman's dedication and innovative ideas guide us in carrying forward the legacy of the Founder Chairman Colonel Satsangi. Dr Jaiman has been associated with the School right from its inception. He has been the Founder Director of the Child Guidance Clinic since 1990. The Child Guidance Clinic marshals resources of the school on behalf of children, who have adaptability problems. Dr Rohit Jaiman's medical expertise has always facilitated prompt medical attention for students and staff.

Chairman's Message

CSKM School has always strived to educate the students to value and respect their heritage and culture, and bring it out into the global realm. We are fortunate that we are born into this incredible country India that believes in the spirit of oneness. The need of the hour is to develop social responsibility and community spirit in the society. At CSKM the committed academic and non academic staff has been instrumental in preparing individuals from multicultural and multilingual background into one community 'CHARISMAS'. The family environment in the school encourages a sense of responsibility towards each other. I wish all the students, staff and parents all the best and request for their support in our quest towards moulding individuals into wonderful human beings and world citizens.

Director I GiftEd

Dr (Mrs) Shakuntla S Jaiman

Dr Shakuntla S Jaiman, double MA, MEd, PhD is a scholar with more than 35 years experience in teaching graduate and school levels. Head of one of the most premier boarding and day boarding school of India, she has produced CBSE board toppers in Class XII in her subject Psychology. She established the Institute for Gifted Children in 1986. Under this she has spearheaded innovative practices like,

  1. Nil Failure System in school
  2. Personality Assessment and Development for enrichment of Gifted children
  3. Child Guidance to enable achievement in bright underachievers

She has presented papers on Gifted Children Education at the Indian Science Congress and many other platforms.

She is on the panel of authors for the NCERT Psychology text book of +2 level. She has been a subject expert in teleconferencing panel for Psychology at Electronic Media Production Centre of Indira Gandhi National Open University. She has authored a book on Giftedness and a extensively contributed in National Dailies.

A member of various national level committees like, Syllabus review and Sample question paper for both Central Board of Secondary Education and National Institute for Open Schooling, she has handled important confidential academic assignments for both boards.

In recognition of her contribution she has been awarded the Dr Sarvapalli Radhakrishan Memorial National Teacher Award, Parent Teacher Association of India Award, Rajdhani Ratan Award, Spardhashree Award etc. She was selected by the CBSE for the 7th leadership training programme in educational administration at NUEPA.

She has traveled widely to study the best schools of the world like Harrow in London, Groton in Massachusetts, Stuyvesant in New York, to name a few. She visited the Lemelson MIT programme for gifted children at MIT Boston. She has also visited renowned universities Oxford, Harvard, Boston, Carnegie Mellon and Pittsburgh to learn best practices in education.

Her philanthropic work includes supporting the girl child and single mothers and extending support to meritorious students with limited means.

She volunteers as teacher facilitator for B.Ed. distance learning programme of Dayal Bagh Educational Institute, Deemed University.

A multifaceted personality she places great importance on physical fitness and has played badminton, swimming, lawn tennis and hockey upto college level. Culturally inclined active she has participated in dramatics, debates, painting, textile designing and is trained in Indian semi classical vocal music.

Director I GiftEd's Message

"Sa Vidya ya vimuktaye," - that which is true knowledge, liberates

Vidya implies "right knowledge" or clarity. It develops a person's faculties, especially his mind so that he may be able to enjoy the contemplation of supreme truth, goodness and beauty (satyam, shivam, sundaram) the ingredients of perfect bliss (paramanand). The opposite of vidya is avidya that is, ignorance or misinformation. To attain knowledge, we need to educate ourselves. Over the last decades, the meaning of giftedness has evolved from being an inherent global ability to potential giftedness, and capacities found during the developmental stages. Howard Gardner's 'Theory of Multiple Intelligences' has added new perspectives. The latest thought employs the idea that each individual possesses some gift which can be drawn out in a nurturant environment. Col Satsangi's Kiran Memorial Public School has been a fertile ground for action research and innovative methods for effective development of the latent gifts of all children. All children possess above normal capacity in one or many facets of their individuality. As teachers we need to harness this potential. In many cases the parents and teachers do not even recognize the gift their children may possess. Most of these children function well within the basic expectations in a classroom. How much they can accomplish remains undiscovered. The role of an awakened teacher is to assist each child to discover their untapped potential and actualize their innate ability. Ability is evenly distributed in the population while achievement is not. An inclusive approach is required in schools so that all children have freedom to explore and discover possibilities. CSKM offers a flexible strategy encompassing various interventions to cater to needs of all kinds of learners.

CSKM looks at identifying and nurturing a growing pool of gifted students. Provision for them is made in terms of their promise and ability and not past achievement. Giftedness is multi dimensional, contextually and culturally sensitive, manifest in multiple ways, more amenable to assessment than identification. It needs emphasis on continuous and long term assessment and is based on a philosophy of inclusiveness requiring collaborative partnerships. CSKM converts underachieving learners to self confident achievers. Children are nurtured to develop the ability to solve problems, innovate and create. Situations that use task commitment, creativity, practical and analytical thinking to solve actual or simulated real world problems are devised as learning opportunities in the environment.

CSKM aims to pave the way for each child to become an exemplary human being, a leader, an entrepreneur one who respects others and works towards a world of peace, harmony and happiness for all.