Feb 20, 2020

Kids Education Revolution Week 2020

Our Students
Our Students

The Kids Education Revolution program came into being because of an urgent need to shift the purpose of education by leveraging student agency, potential, and voice across a diverse group of organizations and schools. We hosted KER week in January 2020. The week was a significant step forward in having kids showcasing the diversity of our collective, and in bringing the powerful idea of a reimagined education to life.

After KER Night and Summit, our student revolutionaries have walked away with belief in themselves and in the power of communities. Educators and school leaders have shared glowing reviews of their experiences of student-educator led facilitation and the sessions that exhibited the wonderful work that different organizations/schools are doing to create a better world for our children. Individuals at different levels in the system have shared commitments to create more platforms for their own kids to contribute towards change, and to create opportunities through which students and teachers can co-create education by listening to and learning from each other.

 Here is what one of the attendees had to say:- “The sessions were wonderful with a lot of fun activities and let's hope that as educators we would be able to provide our dear students a world full of sunshine!”

 KER week began with a three-day residential Revolutionary Retreatwhich hosted 125 student revolutionaries from 15 countries. Over the 3 days, our revolutionaries explored the stories that make us who we are, deepened relationships with one another, and created the stories of what might be.

 KER Night saw our students showcasing their stories of Grey Sunshine through various theatre and spoken word performances. We also witnessed a panel where we were joined by Barkha Dutt, Amitabh Kant and Ashish Dhawan along with student leaders like climate change activist, Ridhima Pandey who spoke about their vision for the future of education. 

During the KER Summit, our participants got to experience various instances of student voice, leadership and the Grey Sunshine in the education sector. Through the Museum of Grey Sunshine, participants saw the realities of our broken education system and witnessed the atrocities through the eyes of the students. 

We also had the pleasure of being joined by Mr. Shailendra Sharma, Principal Advisor at the Directorate of Education. He led the opening of the Summit and shared stories about what inspired him to join the education sector. 

The panel discussion
The panel discussion
The Museum of Grey Sunshine
The Museum of Grey Sunshine
Jan 21, 2020

Reflections of Chennai Fellow Dinesh!

Model worksheet created by one of the students!
Model worksheet created by one of the students!

At Teach For India, every Fellow goes through a leadership journey with the students, overcoming the challenges and contributing their best to the growth of the students.

One of our Fellow, Dinesh from the 2018 Cohort reflects on his experience over the past term with his students.

"The Fellowship has been the greatest experience I have ever had in my life. So far, I felt like I’m someone who took from the society. Now, I feel satisfied to give back to the society through this fellowship. I am able to see many changes in the students’ lives and I have lots of hope for their future. 

The second term of this academic year is a great leap in my Fellowship journey. I feel satisfied with the growth in the academics, values and mindsets of the students. Last term, I realized one of the flaws that limited students learning -- students don’t have space to try their answer in written format. This term I have circulated all the students with worksheet for every chapter which will have questions from inside the chapter, questions behind every Chapter in the book and thinking questions related to the topics. Through this worksheet students got a space to try answering the questions through writing. They can try writing answers to question multiple times until it gets perfect as they use pencils for worksheets.

Because of the practice of using worksheets, 90% of the students scored ~10% marks higher than last term. Now students are able to read and comprehend the question, and write and then answer appropriately. I was able to witness the answers coming from the students are more specific with examples and clarity (when we have oral quiz).

 Initially, the students were less aware of resources and the proper way of using the same. But after assigning them with responsibilities they are operating in a completely different way. The responsibilities for library and computer lab maintenance, completion and keeping the worksheet safe made them more accountable, responsible and cautious about the resources. Students began to stay back after school saying if I go home early, I would waste my time. They also started to teach their parents about the importance of resources and the urgent need of limiting the wastage.

The big idea I’m having for third term is preparing a workbook instead of a worksheet, at the same time upskilling the students to make their own workbook. For skill building, I tried piloting the worksheet making for few chapters in term two, 60% of the students were able to drew ideas from the previous worksheets and make a worksheet for any chapter by themselves.

Most exciting and memorable moment for me as a teacher is when the students with less academic score last term showed better result during this term end assessments. The reducing number of issues related to bullying and complaining about others’ actions has reduced because every student is occupied doing their worksheets.

The challenging moment for me this term is dealing with students who had learning disability. By continual effort they were able to score above 15%, which again is a milestone for me in this year."

Jan 9, 2020

Leading the ed equity movement with conviction

Vikram, a 2018 Fellow teaching in a low-income private school in Hyderabad was a banker for seven years with a hugely successful career that had an upward trajectory. He was thriving yet something was amiss. He had always wanted to pursue a career in education and decided to finally take a step in that direction and applied to the Azim Premji Foundation. He got through. But when it came to accepting the offer, he got nervous about moving to the education sector from the corporate world and so carried on with his banking job. He regretted it almost immediately and actively started sending out applications to non profits. He applied to Teach For India, got through and took the plunge. 

Having only worked with adults in his career, Vikram describes working with children as challenging. He had to unlearn, learn and practice patience daily. It was imperative to him that every student in his class understood what was being taught and so he put in extra effort when it came to planning his lessons. When he began teaching, he found his classroom to be poorly equipped and not conducive to learning. There were no cupboards. No whiteboard. So Vikram raised funds singlehandedly and bought a whiteboard, cupboards and a smart TV for his classroom. It is only through his sheer intervention, perseverance and conviction that his helping him fight education inquity in his school and community.

Vikram and many more Fellows like him are leading the movement of ed equity with immense faith in their potential and belief. Would you not support our Fellows for this?

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