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Shweta Nair is a Teach For India Fellow from cohort 2022, currently teaching an enthusiastic class grade 5 students.I have often been told that managing a classroom with almost seventy 5th-grade students is a superhuman task. Indeed, it is challenging to step into a classroom without fluency in the local language or the ability to relate to their difficulties. However, watching my students' faces light up when they see me in the morning makes it seem like not everything is lost.
With limited infrastructure and resources, my students and I have encountered various problems. One major challenge I faced was the inability to conduct activities or experiments within the classroom. So, for each class, I had to think of creative solutions to make lessons more exciting and engaging. From organizing evening English classes to creating rainbows inside the classroom to having students compete to build the best bridge model, I tried to utilize the available facilities to create unforgettable experiences for my students.
In my classroom, I ensured that each child received the necessary focus and attention for their level of learning. I made sure they had the opportunity to experience and learn new things through innovative and interactive methods, providing them with experiences similar to students in high-fee schools.
"What are your strengths? What are some of your weaknesses? What are your goals?" These questions are frequently posed to us at different points in our lives, and most of us would have answers for them. However, for my students, these questions seemed foreign and perplexing. That's when we realized that despite coming from a rich cultural background, most students were unaware of, nor did they appreciate, aspects of their history, interests, aspirations, traits, and rights. Nearly 60% of the students exhibited a lack of self-identity, hampered their personal growth, and hindered their ability to navigate their educational journey effectively.
And so, Project Enakkul Oruvan was born—a program designed to build students' sense of identity through a curated curriculum with the help of performing arts. The project aims to showcase the diverse stories of our students across classrooms, with student voices and participation at the center. Performing arts, including theatre, music, dance, and visual arts, play a crucial role in the education system. A program for students focusing on life skills can transform the traditional educational system by addressing key aspects, involving parents and the community, strengthening the connection between schools and their broader communities, and contributing to a more holistic and supportive educational environment.
Currently, the project has begun with a series of sessions based on a specifically designed curriculum focusing on exploring themes of identity and community. Based on the reflections, experiences, and stories shared by the students, a performance showcasing their lives will be presented.
I undertook this Fellowship opportunity after completing my five-year law degree. Currently, I am taking courses on child protection laws. The field experience I have gained over these past two years and the knowledge I am building on will undoubtedly boost my future career goals. Therefore, after completing my Fellowship, I plan to continue working in the social development sector, seeking roles that can impact and facilitate transformational growth. The various spaces and sessions designed by Teach For India have helped me clarify the opportunities available after the Fellowship. Moreover, one-on-one sessions with the city staff have simplified the process and made it less overwhelming.
I entered this experience thinking it would be easy, given that schools were like a second home to me. However, through my interactions with the students, witnessing the lack of resources, and feeling the frustration of being limited in my capacity to make a difference, I realized that the journey might be more challenging than I thought. This experience has pushed me to unlearn my beliefs and prejudices. As a person, I have grown to be more patient and understanding.
As I approach the threshold of joining the larger movement, the experiences, memories, and relationships I have built over these past two years will continue to shape my future endeavors. Therefore, I intend to keep working in the social development sector, collaborating with others to make a positive difference.
In the long term, I aspire to establish a school of my own that aims to bridge the gaps of inequality. This will not be achieved by disregarding variations but by ensuring that all children are treated and taught equitably. I wish to create a safe space where every child is free to be themselves, regardless of their sexuality, race, caste, gender, economic status, etc. This is an investment I am willing to make because, as Benjamin Franklin once said, "An investment in knowledge pays the best interest."
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