Meet the Facilitators
Sven Saar was a Waldorf class and high school teacher for 30 years and now works in teacher education in Europe, the US, Asia and Australia. He is co-founder and director of The Modern Teacher: Education as Art, advising teachers and schools in over 40 countries in developing their approaches to mindful, holistic education.
Sven Saar
Alan Swindell has had a distinguished career as a class teacher, teacher educator, adviser for the Steiner Waldorf Schools Fellowship and as principal of the Steiner Academy Exeter. He is a co-founder and director of The Modern Teacher: Education as Art.
Alan Swindell
Rukmini Iyer is a leadership development practitioner, organisational transformation consultant, and peacebuilder with over two decades of experience across education, civil society, corporate, and peacebuilding contexts in India and internationally. Serving on the international board of Creators of Peace, her work integrates dialogue, systems thinking, and trauma-aware approaches to explore power, identity, conflict, belonging, and decolonisation. She is the founder of Exult Solutions, serves on the international board of Creators of Peace, and teaches mediation and conflict resolution at Maharashtra National Law University, Mumbai.
Rukmini Iyer
Jody Lukas is an experienced Class Teacher, English language teacher, and school founder and leader. She works internationally as a consultant, mentor and teacher-trainer, specialising in Steiner Waldorf pedagogy, therapeutic arts, literacy and bilingual education. She supports schools, teachers and families in cultivating relational, holistic and creative learning environments, and is a published author of children’s poetry.
Jody Lukas
Aarti C. Rajaratnam is an intuitive, empathetic, and compassionate psychologist, innovative educator, best-selling author, and powerful orator. She has been invited across the globe to share her insights in creative education, child development, and psychology. Across a deeply enriching career spanning over two decades, she has nurtured learning and excellence in over two lakh children, 60,000 educators, and innumerable parents. Her work includes extensive engagement with neurodivergent children, children in conflict with the law, and those affected by natural disasters, poverty, war, and abuse.
Aarti C. Rajaratnam
Tom Blackwell
Tom Blackwell is an experienced educator and Waldorf practitioner with over a decade of work in holistic and inclusive education. He has taught two class groups at Nant-y-Cwm Steiner School (the latter from age 6 to 14), and has held leadership roles there in Management, Safeguarding, and Additional Learning Needs, supporting the development of the school and the wellbeing of students. He has also worked in a variety of roles in further education, with a focus on young people's academic success, mental health and attendance.
Indrani Banerjee is an educator, theatre practitioner, and facilitator who has been teaching World History, Literature, and Theatre for the past seven years, with a strong focus on adolescent emotional health and well-being. She hails from Shantiniketan, West Bengal—a town founded by Rabindranath Tagore and rooted in the philosophy of alternative education. Trained in Waldorf educational practices, Indrani has worked closely with her personal mentor in psycho-somatic approaches to learning and expression. Her work integrates history, theatre and literature as powerful tools for self-awareness, emotional resilience, and holistic education.
Indrani Banerjee
Robyn Davis is the College Coordinator at Sydney Rudolf Steiner College, overseeing early childhood, primary, and high school courses. She has trained and mentored early childhood educators in Cape Town, China, Vietnam, and Fiji, and has been an educational coordinator in China and Vietnam since 2016. She was a Kindergarten teacher at Imhoff Waldorf School, Cape Town from 1998 to 2009. Robyn also facilitates artistic self-development and biography workshops for adults, and has worked in design, ceramics, illustration, silkscreen printing, and theatre.
Robyn Davis
Santhya G.
As the founder of Yellow Train, Santhya's love for children took root in early childhood and has now found its ripe ground in her passion and commitment to adolescent education. Whether in literature classrooms, workshops on identity, relationships and sexuality, her travel to the Himalayas with the graduating batches, or her role as class guardian in the upper school, she has spent the recent years being an ally and a champion of the adolescents. She has been working in teacher development, community building and leadership development for the past two decades. Through writing and speaking at various national conferences, she is actively involved in reframing the narrative in education and policy-making.
She has been associated with Waldorf education since 1998, beginning as a parent and later as a class teacher in Mumbai and Hyderabad. She helped develop the middle school Humanities curriculum and now works as a mentor and teacher across middle and high school. A postgraduate in Modern History from JNU, New Delhi, she is passionate about making history engaging and relevant, and believes the Humanities nurture sensitive and compassionate individuals. She has represented India in the Hague Circle since 2017 and now lives on a farm near Hyderabad, hoping to create learning spaces for adolescents.
Gopa Malaker David
I have been associated with Waldorf education since 2005, both as a teacher and a parent. I worked at Abhaya for 15 years as a class and subject teacher, teaching sciences. Since 2020, I have been mentoring teachers and teaching part-time, while working with storytelling and painting for destitute children. For the past five years, I have been studying Patanjali’s Yogasutras with Ritambhara, an organisation rooted in Indic wisdom. I have been fortunate to learn from teachers across traditions, and I hope to carry this healing into my work.
Rajitha
Mayura
I have been a teacher for over 13 years and found joy and purpose in many aspects of the Waldorf curriculum particularly through creativity and artistic training. Music, movement, drawing and painting have enlivened both my lessons and my life on this journey. The inner life of the teacher, the sanctity of the relationship with the children, and the role played in shaping their future and destiny have been the core motivating factors and the strong structural framework of me being a teacher. My path from being a teacher who has taught grades 1 to 12 now takes me deeper as I train to be an Anthroposophical art therapist.
Nandana
There was a deep calling within me to find a school that would truly protect my children’s precious growing years. That search led me to Yellow Train and, with it, to Waldorf education. I am touched by its depth, joy, the creativity it invites, the richness of its stories, and the way it asks educators to grow inwardly while meeting each child individually. This is my eleventh year at Yellow Train, and each year has been a journey of learning and becoming. Currently, I head the Junior School and am a class teacher for Grade 4, committed to holding and educating children with care, reverence and joy.
Amolika Ghadge
Amolika was introduced to Waldorf Education in 2015 when she joined Swadhaa and gradually deepened her understanding of child development through ongoing training. She went on to become a Kindergarten teacher and is currently the Kindergarten Coordinator, supporting daily functioning and the pedagogical growth of the team. She values close collaboration with parents and colleagues. Amolika has attended national and international Waldorf conferences and has completed Waldorf Early Childhood Foundation Courses by SADHANA, and is currently pursuing advanced studies in Sydney Rudolf Steiner College, Australia.
Rashmi Adithian
“All grownups were once children, but only a few remember it” - this favourite quote from The Little Prince has been my inspiration to work with the children in the Primary years. Being an educator is a calling I cherish. Spending the last 7 years at Yellow Train that is filled with unique little individuals with whom I can journey through the fairy tale lands, design meaningful learning experiences, and watch them grow has been sheer joy. I have completed a five year cycle as a class teacher. I find myself back once again in Grade one, filled with awe, wonder and deep respect for these curious young minds and the magic of childhood.
Sancharika discovered Waldorf when she was looking for a school for her son. She joined the Waldorf family as a parent in 2017 and then joined Swadhaa Waldorf Learning Center as the Grade 1 class teacher. As a part of her ongoing journey towards deepening her knowledge of Waldorf Pedagogy, Sancharika has participated in numerous Waldorf trainings and conferences. Today, Sancharika is with her class in Grade 8 and teaches English from Grades 7 to 10. In addition, she also oversees the Pedagogy for the Grade School at Swadhaa.
Sancharika Banerjee
Dr. Hari
I believe in a science that doesn’t confine us within the vanity of our mental constructs but instead opens us up to the infinitude of the unknown. A practising dermatologist, it is my love for science and teaching that brought me to Yellow Train. Bringing the world of biology to the wonderfully receptive children of the school, guiding them on an explorative journey, and cultivating in their young minds a sense of awe, reverence and responsibility towards the natural world - that’s what teaching means to me. This job is a blessing.
Sindhu Vishwanathan
With a decade of experience across Montessori and Waldorf education, I have worked closely with both early childhood and grade students. Sustained engagement with these pedagogies has refined how I observe, respond to, and guide young learners. My practice is grounded in nurturing the early years as the foundation for lifelong learning.
Nidhi Tyagi
I hold a B.Sc. (Hons.) in Statistics from Lady Shri Ram College and an M.Sc. in Applied Operations Research from the University of Delhi. After nearly a decade working as an actuary and underwriter, I transitioned to teaching Mathematics. Over the past 10+ years as HoD and Math Coordinator, I have focused on making mathematics more accessible, equitable, and enjoyable for students. I currently serve as Head of the Mathematics Department at Yellow Train School.
I hold an Integrated M.Sc. in Physics from IIT Kanpur and an M.Phil. and Ph.D. in Financial Economics from the University of Minnesota, USA. After 8+ years teaching undergraduates and working as an actuary, I transitioned to high school education. I have over a decade of experience teaching in ISC and Cambridge schools, leading science teams, and building engaging, multidisciplinary learning. I currently head the Science and Economics department at Yellow Train School and work on NCERT Mathematics textbooks for Grades 11 and 12.
Dr. Suhas Saha
Prem Andrade
Prem Andrade has been solving complex engineering problems using physics and maths for the last 28 years as a Distinguished Engineer at Synopsys Inc. He also regularly volunteers to teach STEM concepts and its applications to high grade students. He believes that if students get a glimpse of the simplicity and beauty that exists in the STEM subjects in an integrated, contextual and applied manner, they will be self-driven to learn more. He is a graduate and postgraduate in mechanical engineering from IIT Bombay and has also been awarded "Best Maths Teacher in the World" by his two daughters.
Dr. Vandana Chandrasekhar
I intend to support as many students as possible in developing their mathematical thinking, and I believe teachers are the most meaningful pathway to achieving this. With 20 years of experience in mathematics education—as a teacher, teacher educator, and researcher across USA, Canada, and India—I explore students’ mathematical thinking about concepts and use this evidence to design effective and engaging lessons. In addition, I explore teachers’ mathematical thinking about concepts, so that professional development can be thoughtfully designed to empower teachers and, in turn, better support their students.
Asha Krishnan
Working as a content editor and alt-text writer for various academic publications in the U.S. and U.K., little did I know I was stepping into a peripatetic life! Teaching English as a Foreign Language at the Auroville Language Laboratory led me into facilitating English Language Arts, Language and Literature, and ESL in international-curriculum schools. Yellow Train has been a taming of the Miss Jean Brodie inside me. Teaching literature in high school feels like fervent activism, as I dream of walking amidst Jo Marchs and Caulfields, where literature is not a sojourn but a homestead.
Chitra
Chitra has been fascinated with the question of ‘What is Education?’ which led to homeschooling her daughters for a couple of years, prior to joining Yellow Train. Being associated with the school for 15 years, she has been a class teacher for more than a decade and continues to work closely with teachers on professional development. She is well known in the community for her love for books and innovative ideas to promote reading amongst children and adults. Mindfulness, letter writing, storytelling, trees, poetry, and reflective practices feature elaborately in her speech and work.
After quitting his corporate career in early 2008, Kalyan traveled exclusively through rural and tribal India for about 3 and ½ years. This turned his views on development and poverty 180 degrees. Kalyan has been living and working in a remote drought-prone village called Tekulodu in the second driest districts in India (Anantapur district, Andhra Pradesh) since August 2010, to co-create ProtoVillage - the prototype of a Resilient village. Kalyan is a fellow of the Aspen Global Leadership Network.
Kalyan Akkipeddi
Anjana
My first encounter with theatre was in college through my role as a cripple in a political satire, and I still remember the exhilaration of becoming someone else on stage. Decades later, after leaving a corporate career behind, I returned to theatre through Expressive Arts Therapy and was struck by its healing power. I am now in my 7th year at Yellow Train, working with students from Grades 6-12 across various aspects of theatre. Children never fail to amaze me with their boundless creativity, and I’ve seen how theatre builds self-expression, perspective, and confidence. It is a privilege to work in this space.
Abhishek
Abhishek is a theatre practitioner, movement facilitator, and researcher working at the intersection of learning, lived experience, and the body. For him, theatre and movement are spaces of attentiveness, where emotion, thought, memory, and imagination intersect. His work with adolescents opens conversations around mental health, caste, class, gender, and history, inviting young people to pause, sense, and speak. He also works closely with teachers to facilitate theatre rooted in personal narratives and literary response, creating spaces to listen inward.
Music, to me, is an expression of the soul and a bridge to a higher realm. Rooted in Carnatic music, I am deeply connected to its philosophy and the ancient wisdom of our land. I enjoy discovering these musical treasures and sharing them with everyone around me, especially the songs and stories of saints from different regions and languages. Above all, I cherish being with children, where music flows freely with curiosity, laughter, and a wonderfully carefree spirit.
Sindhuja Srinivasan
Delkhush Bhatia
Delkhush has been trained in classical music since an early age, this has helped her understanding of world classical music from various genres. Her strength lies in her deep passion and love for singing and bringing the joys one experiences through music. Singing with teachers and students across Grades 1 to 10 has helped her adapt to melodies that resonate with their uplifting consciousness.
Naveen J.
Music found me before I could name it. It became my comfort, my voice, and my strength. In every melody, I feel life breathe, and in every rhythm, I find peace. Music - to me is about connection and expression. Teaching children is my way of sharing this gift, helping young hearts discover confidence, creativity, and joy through sound, just as music has given me.
Vedasruthi teaches Language Arts and Music at Yellow Train. As a student of Temple of Fine Arts, she first stepped into the world of music at age 4 and both the place and the artform have continued to be a strong presence in her life since. After her graduation in Sitar, she actively performs Hindustani solo renditions and collaborates with artistes in fusion projects and orchestral ensembles. Through her riyaz, she strives to delve deeper into music wherein the musician becomes merely an instrument for the music to flow through.
Vedasruthi Radhakrishnan
My first Bothmer training in 2023 marked the beginning of a deeply enriching journey. What drew me initially was a strong connection to movement, yet the training offered far more—clarity of inner direction and a deeper understanding of life’s rhythms. Each subsequent training expanded my experience beyond technique into awareness and presence. Learning with Karuna, Blossom, and participating in an intensive training with Daniel Freeman deepened this path. Observing Dan’s work continues to be a profound source of inspiration and insight.
Sriabirami
Soumya U.D.
Soumya has been a sports teacher for the past thirteen years and has taught games and sports in Waldorf schools for the last ten years. She has been studying Bothmer under Dan Freeman since 2016 and graduated in 2024. She currently teaches Games and Bothmer at Bangalore Steiner School.
Gaurav Srinivas
I have been a class teacher for 4 years at Bangalore Steiner School. Before joining BSS, my work and studies were rooted in art and architecture. I have now found a place of deep learning. Over four years, I was shaped by colleagues, mentors, and most of all by the children themselves. This journey has helped me integrate who I am with what I do. I come to this workshop to share a part of that learning, and to continue learning together.
Nandini M.R.
My encounter with clay was at a very young age of 19 when I met with a group of people who were all in this field of work. I couldn't stop from delving deeper into this art form and pursued it more seriously. I have been teaching since 2011 and am currently employed as a Clay teacher at Advaya Shaale. I feel like these hands were given to me to sculpt.
Shriya
A mother of two, a nature lover, and a teacher at Yellow Train School, I was a ceramic artist before becoming a teacher and continue to engage with clay and glazes at my home studio when time allows. My interest in watercolour deepened through the wet-on-wet medium. Training under Fiona Campbell in Goethe’s colour theory helped me form an intuitive relationship with colour. I continue to see art as an embodied medium that invites presence, awareness, and self-expression.