Excellent education for 2500+ students in Chennai

When I first entered my classroom, I noticed that many students were hesitant to share their thoughts and often struggled to show kindness toward one another. Because empathy and generosity are values I deeply believe in, I set a clear intention to nurture these qualities. Through consistent morning meetings centered around kindness, sharing, friendship, and emotional awareness and by encouraging the daily use of “magic words” such as please, thank you, and sorry - I have witnessed a meaningful transformation. Today, my students express gratitude sincerely, apologise genuinely, and actively help and support one another. This shift reflects not just improved social-emotional skills but also the growth of a more caring, connected classroom community.

Alongside this, my co-fellow and I are working on our BTCP project, designed to meet the evolving needs of our students. The idea emerged when we noticed how many children struggled to explore their talents or access platforms to express existing skills. Many are unable to afford professional training in extracurriculars, which affects their confidence and limits exposure. Our project aims to bridge this gap by collaborating with professionals in theatre, dance, and music who can train students based on their interests. The year will culminate in an End-of-Year Showcase, where students will present their learning creatively to a broader audience. We have already begun by establishing classroom reading circles with the support of a volunteer; these have now successfully transitioned into student-led circles. Our next step is to collaborate with theatre artists to host immersive workshops.

Beyond the classroom, I am also reflecting deeply on my long-term pathway. After the Fellowship, I plan to work for a few more years before pursuing postgraduation. Over time, I have developed a strong interest in the Human Resources domain. My internships have exposed me to people engagement and candidate selection processes, strengthening my desire to build a career in this field. My current role with the Fellowship Recruitment Committee at Teach For India has been particularly meaningful, it has allowed me to engage with potential Fellows and better understand the People function. The Pathway Exposure Series has further clarified my future direction within the Enablers (People) domain.

This journey continues to shape my growth as an educator and leader. I remain committed to continuous reflection, stronger instructional practice, and fostering spaces where students feel empowered to lead - with empathy, courage, and curiosity.

Links:

• TEACH FOR INDIA

I grew up in Chennai but spent six years abroad, in the US. I studied Aerospace Engineering at the University of Washington and then worked for two years as a software developer. While the work was stable, I did not feel like I was doing something meaningful. That’s when I decided to move back to India to figure out what really mattered to me. A friend told me about Teach For India and their experience volunteering in a government school. I was curious and initially applied to be a volunteer too, but at the last minute, I changed my application to the Fellowship. Looking back, I’m really glad I did.

I have now completed one year as a Fellow in Chennai. I started with Grade 3 and continue with the same students in Grade 4 this year. I teach English, Math, and Science, but I also bring in art, storytelling, chess, and values-based lessons. Outside of school, I enjoy outdoor activities, playing chess, and anything that lets me explore creativity. It’s been a joy to share some of those interests with my students as well.

A year ago, I was unsure if I could connect with young kids, especially because I didn’t speak fluent Tamil. But this class has shown me what’s possible when you show up with curiosity and love. I’m learning every day, just like they are.

I was looking for something more meaningful. After studying engineering and working in tech, I realised that I wasn’t excited to wake up and go to work. I wanted to do something that would bring me joy, push me to grow, and hopefully help others in the process. That’s when I spoke to a friend who was volunteering to teach in a government school. Their stories made me curious. I imagined what it might feel like to be in a classroom, building relationships with students, and helping them find confidence in themselves. It felt like something worth doing.

Even though I initially applied to be a volunteer, I changed my mind at the last minute and applied for the Fellowship instead. I wanted to be fully immersed in the experience. Now, one year in, I can say this has been one of the most fulfilling decisions I’ve made. The students have taught me more than I could have imagined. I came in hoping to contribute something meaningful, and instead, I’ve gained a deeper sense of purpose.

I want my students to grow into people who can lead themselves, support others, and one day make a difference in their communities. I want them to leave my classroom not just with strong academic skills, but with the confidence to speak up, the empathy to care for others, and the courage to try new things.

At school, I teach 35 fourth graders, who I also taught in third grade. Many of them come from challenging backgrounds, but they show up to school with so much curiosity and energy. My job is to protect and grow that spark. That’s why I make sure our classroom goes beyond the textbook. We spend time reading stories, playing chess, exploring science through experiments, and reflecting on values like love and courage. This year, I want to bring in clubs for painting, planting, and reading, so students have more space to discover their interests.

My hope is that when my students walk out of school, they feel seen, heard, and valued. I want them to believe in themselves and their ability to create change, big or small.

On the first day, I was nervous. I didn’t speak much Tamil, I wasn’t sure how to connect with such young students, and I was afraid the class would be too chaotic for me to handle. I had imagined kids running around, not listening, and me standing in front of them, unsure of what to do. But that’s not what happened.

From the beginning, the students were kind, curious, and excited to learn. They bought into the class culture so quickly, participating for stars and stickers, helping each other, and doing their best to understand me even when I struggled to explain in Tamil. That small effort on both sides built a foundation of trust that has only gotten stronger.

Now, a year later, I feel completely at home in the classroom. I know each student’s strengths and struggles. I’ve seen them grow into leaders who help manage the board, lead peer discussions, and take responsibility for their learning. I no longer feel like I’m “managing” a classroom. It feels like we’re co-creating something together, a space where everyone feels like they belong.

There have been many proud moments, but one that stands out is our End of Year Assessments in March. At the start of the year, most of my students were reading below grade level. We worked really hard on building fluency, blending sounds, decoding big words, and practicing every day.

When I saw their final results, I was amazed. More than half the class was now reading at or above grade level. In Math too, the average score had gone up a lot. But what made me proud wasn’t just the numbers. It was the way students showed up to those assessments - calm, focused, and confident.

There was another moment, during “Leading with Love” week, where students had to show love in different ways. I saw students apologizing to each other, sharing their food, hugging after fights, and cleaning up the classroom together. It felt like we had built something special, not just a classroom, but a community.

These are the moments I’ll always carry with me. Not just because of what they achieved, but because of who they became in the process.

To make Math and Science more fun, I use puzzles, hands-on materials, and storytelling. In Math, I often bring in games and visuals to explain topics like operations, geometry or measurement. In Science, I focus on experiments and role-plays. Last year, a friend from ISRO gave a guest lecture on light. It inspired many students to dream of becoming scientists. I’m also thinking of starting clubs this year for science, chess, and reading so students can explore these topics more deeply and in creative ways.

Links:

• Teach For India