Help 28,000 Indian Children Get Quality Education

As January 2025 began, I returned to my classroom at Chennai Middle School, Gopalapuram, Perambur. As part of the 2024 to 2026 Teach For India Fellowship cohort, I teach Mathematics and Science to two sections of Grade Six. Though the subjects remain the same, the classroom dynamics are drastically different, shaping my experience in unexpected ways.

The two sections present unique challenges. Grade Six A sees me as the "good cop," while my co-Fellow plays the "bad cop." Their attention span rarely exceeds thirty minutes, and they often disrupt lessons by banging on tables, singing, or cracking jokes. Maintaining discipline while ensuring engagement has been my greatest struggle. To counteract this, I introduced mathematical games like Euclid’s Game to find the highest common factor of two numbers. These activities engaged even pre-emergent students and slow learners, proving that interactive learning can bridge gaps in comprehension.

Grade Six B, in contrast, is full of leaders, artists, and disruptors. Their collective energy depends on a few key students—let’s call them Rohan and Karthik. If they are engaged, the class follows; if not, chaos ensues. Using game theory, I separated them strategically, reducing disruptions. However, deeper issues like bullying and a lack of values persisted. To address this, I introduced a "Value of the Week" initiative focusing on empathy, teamwork, and communication. I also enrolled them in the Mindspace Well-Being Program by the Aatma Prakash Foundation, where a psychologist conducted biweekly sessions on socio-emotional learning. These initiatives transformed the classroom into a safer, more respectful space.

Many of my students enter the classroom with significant learning gaps. Traditional teaching methods often fail to reach them, necessitating innovative approaches. For Science, I incorporated experiments to simplify complex topics like Heat, Chemistry in Everyday Life, and Magnetism. In Mathematics, real-life case studies helped explain abstract concepts like the number line from Integers. Hands-on methods, such as using thread and shapes, made Perimeter and Area tangible. Beyond academics, peer-learning and monthly Learning Circles fostered self-reflection and community-building.

Despite progress, the challenges my students face extend beyond the classroom. Many come from underprivileged backgrounds, with limited access to quality education and resources. Teach For India provides more than just academic support; it instills values, leadership, and socio-emotional growth in students who might otherwise lack these opportunities.

Community visits revealed the stark realities of my students’ lives—their daily routines, financial hardships, and lack of academic support at home. Yet, they arrive at school with bright smiles, eager to learn. Teach For India ensures they receive holistic support beyond textbooks. While our school has dedicated educators, not all teachers have the training to foster a student-centric, abuse-free learning space. Fellows advocate for student well-being and push for systemic change. Many students lack role models who emphasize empathy, resilience, and moral leadership. Through initiatives like "Value of the Week" and leadership programs, Teach For India nurtures the next generation of changemakers. Teach For India’s innovative approaches—peer learning, storytelling in education, and project-based learning—cater to varied learning needs.

Working within the existing school ecosystem requires balancing relationships. Our school’s Headmistress and Greater Chennai Corporation teachers have been incredibly supportive, welcoming us into their initiatives. However, aligning this with Teach For India’s mission to create a safe learning space has posed challenges. While some teachers initially resisted our progressive approaches, ongoing discussions helped shift perspectives. Another challenge has been navigating male privilege within the school. As the only male Fellow, I witnessed the difficulties my co-Fellow faced in asserting authority and navigating gender biases. Despite this, she remained a pillar of support, reinforcing the importance of gender equity in teaching spaces.

As I move into my second year, I aim to deepen my impact through structured initiatives. A STEM-based learning initiative will introduce hands-on Science experiments and robotics projects. A literacy and numeracy drive will encourage older students to mentor younger ones. A pilot project to track foundational literacy and numeracy progress, potentially expanding citywide as part of my Be The Change Project, will measure growth. Establishing a student leadership council will encourage students to take ownership of classroom and school-wide initiatives. Parent engagement workshops will bridge the gap between home and school learning, while differentiated instruction will ensure that students across learning levels make tangible academic progress.

I firmly believe education is more than just imparting knowledge; it is about shaping individuals into compassionate, ethical, and critical thinkers. In an increasingly competitive world, where success is often measured by academic performance alone, I emphasize that kindness, resilience, and empathy are equally vital. My long-term aspiration is to contribute to research, monitoring, and evaluation in education policy and governance. Using data-driven insights, I hope to influence systemic reforms that create equitable learning environments. Through my Fellowship, I am developing the skills to ensure educational interventions drive lasting impact.

Teaching is an unpredictable yet deeply rewarding journey. Every day presents new challenges and triumphs—not just for my students, but for me as an educator. I am committed to embracing their complexities, learning alongside them, and ensuring that every student in my classroom has the opportunity to thrive. Teach For India’s presence in our school is not just necessary—it is transformative. By nurturing young minds, fostering leadership, and advocating for systemic change, we are paving the way for a brighter, more equitable future.

In my classroom at Chennai Middle School, Gopalapuram, Perambur, I am honored to be part of this journey, ensuring that every student discovers their potential and builds a foundation for lifelong learning and leadership.

Gokula Krishnan Balaji, Fellow, 2024 to 2026 Cohort, Chennai, Grade Six