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We’re thrilled to share an inspiring conversation with Kaleb Puckett, a dedicated educator, trainer, and volunteer. Along with his wife, Sarah, and their son, Theo, Kaleb has journeyed from Ambleside of the Willamette Valley in Oregon to serving in India, driven by a deep commitment to the Ambleside mission. Their story illustrates that stepping out in faith often means embracing uncertainty and relying on the Holy Spirit for guidance and equipping, even when we feel unprepared for the work ahead. As Philippians 2:13 reminds us, “For it is God who works in you to will and to act in order to fulfill his good purpose,” and John 16:13 assures us that “When the Spirit of truth comes, he will guide you into all the truth.”

Kaleb recounts how he and Sarah discovered Ambleside and fell in love with its transformative approach to education and life. He also shares the profound impact of their move to India, including personal trials and cultural challenges they’ve faced. Their story highlights their unwavering dedication to creating meaningful educational experiences in diverse contexts.

Join us as Kaleb takes us through their remarkable journey, the impact they’re making in India, and their ongoing commitment to the Ambleside community. This conversation offers a heartfelt look into their service, the incredible work they’re doing, and how, as he describes it, “Ambleside has transformed our own lives and our marriage, influencing the way we relate to others and spend our time.”

Tell us about yourself and what led you to India?

My name is Kaleb Puckett. I am married to Sarah, and we have a son named Theo. I was born and raised in Southern California and attended George Fox University in Newberg, Oregon. While living in Newberg, Sarah and I discovered a school called Ambleside through what we believe was an act of God. Sarah began working at Ambleside of the Willamette Valley as the Jr. High teacher in 2017. Neither Sarah nor I had any intention of becoming teachers, but we always wanted to serve others. International service trips were a significant part of both our upbringings and our church life through junior high and high school. Once we found Ambleside, we immediately fell in love with its mission and vision. We were inspired by what was happening and became passionate about it. One reason we feel so connected to Ambleside is how it has transformed our own lives and our marriage, influencing the way we relate to others and spend our time. In 2019, we learned about the opening of the Ambleside School in Calcutta, and dreamed about what it would look like to one day be a part of what God was doing there. After I graduated college in 2020, I joined Ambleside of the Willamette Valley full time. In 2021, we felt that the Lord was saying now was the time to go, so I had a conversation with Bill and Maryellen St. Cyr about what it would look like to serve at the Ambleside School in Calcutta.

Tell us about your work in India.

Ambleside K-5 schools in India face challenges accessing in-person training available in the US. This is due to geographical and economic factors, and it affects teachers and students. To address this, we bring our Ambleside training and experience to these schools through classroom observations, one-on-one meetings with teachers, group discussions on educational philosophy, and sample lessons. Additionally, because our students’ first languages are Bengali or Hindi, they are learning English and many lack access to books. We have supported this need by fundraising for and delivering Ambleside curriculum materials, bringing seven or eight 50-pound suitcases full of resources last year.

What led you to ASI?

On a Tuesday night, we received a late text from an unknown number asking us to come over immediately regarding a job opportunity for Sarah! We were not sure what to make of it, but it turned out to be from someone we had met at a Bible study who wanted to discuss teaching at a new school opening in Newberg called Ambleside. We heard Megan and Chad Krober share their passion for Ambleside, describing it as a beautiful form of education that differs from traditional methods. They explained that it is centered on discipleship, Christ, and guided by the Holy Spirit. We were deeply moved and in tears by what was being described in this work. Feeling a strong sense of calling, we decided that Sarah would help teach and be part of the launch team for Ambleside Willamette Valley in Oregon. Two weeks later, Sarah was in Minnesota for the Summer Institute. The next year, while I was still earning my Math degree, I joined the Ambleside of the Willamette Valley team, teaching Math part-time. Four years later, we felt that same call to India the way we did to Ambleside of the Willamette Valley, after having a conversation with Probhita Shew who now works at Ambleside in Ocala, Florida and had helped start the Ambleside K-5 school in Calcutta. Her insights reinforced our sense of purpose and confirmed that this was the path we were meant to follow. We are committed to dedicating our lives to this work because we believe in it, not just in the United States, but all over the world.

How has this experience impacted your family?

We’ve witnessed joy amidst adversity and observed how people navigate pain in the best way they know how. Less than two months before we moved to India, Sarah’s dad passed away tragically. This personal trial has been transformational for us as we’ve navigated a season of grief and adjustment.

Living here has required significant sacrifice, but we trust the Lord will turn this into a blessing. We’ve come to appreciate a culture that isn’t driven by the next shiny thing. For example, in the States, when it’s someone’s birthday, everyone in the class might bring gifts or cookies. In India, however, on a child’s birthday, that child brings a small treat for everyone in their class. We want to raise our son, Theo, with that same sense of generosity and community that reflects these values.

Many of our readers are in the U.S. You have worked in both a U.S. school and in India. Can you describe your experience with Ambleside in a cross-cultural context?

One major observation is the impact of reading texts in an English-medium school. For instance, if students in the US are reading “Charlotte’s Web,” students here are also reading “Charlotte’s Web” or “Black Beauty,” but in English as their second language. This creates a unique educational challenge but is also quite beautiful. By the time these students reach 12th grade, they are often fluent in two languages and can understand a third, which is impressive. The students’ insights can be quite different due to their life experiences. For example, in first or second grade, they read “The Happy Prince” by Oscar Wilde. In the US, students might relate to the Prince, who gives to those in need. However, here, many students see themselves more as the poor and sick characters receiving help. This perspective makes reading the texts a living experience, leading to meaningful conversations.

I observed a third-grade class recently where they were reading Greek myths. When a character named Orion was mentioned in the context of love or marriage, one girl found the idea so amusing that she giggled uncontrollably, prompting the rest of the class to join in. This innocent reaction was heartwarming and reminded me of similar moments in US classrooms.

What about from the teacher’s perspective?

From a teacher’s perspective, Ambleside is countercultural everywhere. For example, in Oregon, Ambleside’s approach differed significantly from both public and private schools. However, in India, it is even more countercultural. The educational system here is heavily focused on grades due to the large population and the need for mass education. There’s a strong emphasis on standardized testing and grades because resources are stretched thin, and the system aims to produce as many successful students as possible.

At the school where I serve, they admit only one child per family to maximize the impact on different families, particularly those from slum or underprivileged backgrounds. The goal is to provide an international-level education that can lead to high-paying jobs and help lift families out of poverty. This creates immense pressure on students to succeed academically. Parents and teachers alike place great importance on grades, and extra classes, known as tuitions, are prevalent.

This pressure sometimes conflicts with the Ambleside approach. We’ve noticed that when students attend these extra classes, it can undermine what we teach them. For instance, their understanding of subjects may become inconsistent, leading to confusion. This highlights the challenge of shifting cultural attitudes away from grades as the sole indicator of success, especially when academic performance is crucial for improving economic status.

In contrast to the U.S., where a safety net often exists for students who don’t perform well academically, here in India, the stakes are much higher. The success or failure of students can significantly impact their family’s financial situation. Therefore, educating parents about the benefits of the Ambleside method and its potential to produce capable and well-rounded individuals is crucial.

Our goal is to stay at the Calcutta Emmanuel School for the next five years to invest in and strengthen this community. This commitment will depend on factors such as visa status and ongoing needs. Overall, we view this as a long-term effort rather than a short-term project.

How can we be praying for you and your work?

Pray that we would have wisdom beyond our experience and to come with strategies that are practical for teachers, so they help the students. Pray for teachers who feel stretched thin and often take on second jobs to afford their living expenses.

How can we get ahold of you?

You can email me at kspuckett16@gmail.com and follow the school’s Instagram account: calcutta_emmanuel_school.

* Images courtesy of the Calcutta Emmanuel School.