Help 28,000 Indian Children Get Quality Education

Teaching Grade 4 at Nigam Pratibha Vidyalaya (Girls), Chhattarpur Mandir, has been a journey of steady progress, collaboration, and belief in small, consistent actions. Working with 37 students across English, EVS, Maths, and Social Studies, my focus has been on strengthening foundations while building a classroom culture rooted in ownership, curiosity, and compassion. Over the past few months, students have shown visible improvement. Nineteen students are now reading and writing Grade 4 level texts independently, and attendance has increased from nearly 50% to 75–80% for most students. Fifteen students have been selected to appear for the Medhavi Scholarship after consistently scoring 80% and above. Many students who were earlier hesitant to speak in English are now participating more confidently. This growth has been supported through structured Reading Comprehension and Maths lessons, consistent routines such as morning circles, debates, and group discussions, and the use of differentiated worksheets.

Beyond the classroom, a key community-level initiative emerged through collaboration with my co-fellows. We identified a shared challenge - students struggling with foundational literacy and numeracy, compounded by limited academic support at home. To address this, we initiated a community learning centre in Chhattarpur as an after-school support space. With sustained effort, we secured funding from the CEO of MakeMyTrip, and the centre has been fully operational since December. Within my classroom, clear values are explicitly taught and reinforced through daily interactions and reflection routines. Differentiated instruction is implemented using green, yellow, and red buckets to ensure appropriate challenge and support for all learners.

Conducting the Mid-Year Assessment was a valuable learning experience. Nineteen students reached Minimum Grade Proficiency in reading comprehension, ten students show strong potential to reach grade level, and six require targeted support. One student demonstrated nearly a year’s academic growth within just three months, reinforcing the impact of focused instruction and consistency. The assessment highlighted the importance of continued differentiation and remediation alongside high expectations.

My Mid-Year Leadership Development Conversation offered clarity and reassurance. It created space to reflect honestly on challenges such as time management and emotional well-being, while reaffirming that leadership development is rooted in growth rather than evaluation. My ecosystem of support, including my school team, Program Manager, Headmistress, Learning Circle, city trainings, and fellow peers has been instrumental in sustaining my journey.

As a Fellow, my vision of leading self, others, and India is taking shape through everyday practice. I am learning to lead self with reflection, planning, and resilience; to lead others by empowering students and collaborating with fellows; and to lead India through small, consistent actions that create ripple effects over time. This journey has strengthened my belief that meaningful change does not always require revolution, often it begins with steady steps taken with intention and purpose.

My experience at the Institute was truly transformative. It not only built my pedagogical foundation but also opened my eyes to the social realities and inequities that exist around us. The training helped me develop three essential strengths: foundational teaching skills, the right mindset to work with children and communities, and effective classroom strategies. These continue to guide my journey as a Fellow, giving direction and  purpose to my daily work. Teaching 37 bright and enthusiastic girls in Grade 4, my vision is to create a classroom that feels safe, inclusive, and joyful, a space where every child feels seen, valued, and inspired to learn.

Our classroom culture is centered around four “Pole Star” values: Ownership, Curiosity, Compassion, and Collaboration. We have a structured system that promotes teamwork and responsibility: students take on roles such as Neat Ninjas, Help Heroes, and Task Leaders, which builds accountability and pride. We celebrate small wins through group rewards, reflection circles, and shout-outs, which keep motivation high and strengthen our sense of community.

The post-Institute support system in Delhi has been incredible. My Program Manager has provided consistent guidance, from refining lesson plans to supporting my emotional well-being as a first-year Fellow. School leaders have been approachable and open to collaboration, and regular team meetings help us reflect on progress and challenges together. Community visits and parent interactions have built trust and increased engagement, making parents active partners in their children’s learning journey.

This Fellowship is deeply personal to me because I was once a Teach For India student myself in Grades 6, 7, and 8. Returning as a Fellow feels like a full-circle moment. I often think back to the impact my own didi and bhaiya had on my life, their belief in me shaped my confidence and aspirations. Today, I carry that same belief for my students.

Through this journey, I’ve come to realize that the problem of educational inequity goes far beyond access to classrooms. It’s about mindsets, opportunities, and emotional growth. As a Fellow, I aspire to lead self through constant reflection and growth, lead others by collaborating with peers and communities, and lead India by nurturing young minds who are curious, compassionate, and unafraid to dream beyond the circumstances they were born into.

Links:

• TEACH FOR INDIA