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.