Help 28,000 Indian Children Get Quality Education

The past few months in my Fellowship journey have been deeply reflective and growth-oriented, both for my students and for me as an educator. Between January and March, my primary focus was on strengthening academic foundations while also creating a classroom environment where students felt confident, challenged, and excited to learn. Over time, I realized that consistent practice, student ownership, and opportunities for self-expression were essential in helping students grow academically and personally.
One of the key focus areas during this period was strengthening students’ mathematical understanding through continuous practice. At the beginning of the term, many students still struggled with basic algebraic operations and often lacked confidence while solving problems independently.
To address this, we dedicated time to repeated practice of foundational concepts such as algebraic operations, fractions, integers, area, and perimeter. Over weeks of structured practice, students gradually began making fewer mistakes, showing greater focus in class, and demonstrating increased confidence in solving problems independently. This shift not only improved academic outcomes but also helped create calmer and more focused learning spaces.
A major highlight of this quarter was the Science Exhibition held in March. Students spent nearly two weeks ideating, designing, and building projects connected to their classroom learning. What stood out most was the enthusiasm and ownership students displayed throughout the process. Students who were usually quiet in class stepped forward confidently to participate and explain their work. One Grade 7 student, Manvith, created a working rainwater harvesting model complete with an underground storage tank and motor system, securing first prize for his creativity and conceptual understanding. Another student, Sindrella from Grade 6, confidently presented her science project with remarkable clarity and excitement, engaging visitors who came to her station.
More than seventy-five percent of students participated in the Science Exhibition, demonstrating not only academic understanding but also perseverance, creativity, and confidence. Students showed resilience throughout the preparation process, often overcoming setbacks and challenges independently. Their ability to explain scientific concepts to younger students, teachers, and parents reflected significant growth in communication and critical thinking skills.
While there has been visible progress in classroom focus and academic confidence, one continuing challenge has been students’ reading comprehension and literacy levels. Limited exposure to strong English instruction over the past few years has affected their ability to decode and understand complex texts, especially in subjects such as Science and Social Studies.
To address this, I have been working closely with the English Fellow to build stronger literacy support systems. I also plan to introduce peer-study groups where students collaboratively read and explain texts to one another. These structures aim to strengthen comprehension while also helping students gain confidence in expressing themselves in English.
As I move into the second year of my Fellowship, I hope to continue leading with empathy and structure while creating more opportunities for student voice and creative expression. I want to build spaces where students feel free to explore themselves and the world around them through art, discussion, and collaborative learning.
My personal theory of change centers around the belief that transformation begins with self-awareness and self-expression. When students are encouraged to understand themselves, express their ideas, and believe in their potential, they become capable of creating meaningful change in their own lives and communities.

Links:

• TEACH FOR INDIA