Transform the lives of 3200 children in Hyderabad

The beginning of the year marked a deeply reflective and transformative phase in my Fellowship journey. The mid-year retreat became an important foundation for my growth as an educator, where we explored our personal theories of change while simultaneously understanding the larger systemic realities within education. These reflections shaped my classroom vision and strengthened my commitment toward building student self-reliance, ownership, and agency. With the vision of “Achieving Self Reliance,” students began the year by engaging with structures that encouraged responsibility and accountability. Regular learning trackers enabled students to monitor their own progress, while peer accountability systems helped them stay consistent with homework, reading habits, and classroom responsibilities. Over time, students gradually shifted from depending on teacher direction to independently managing tasks, supporting peers, and taking ownership of their learning. Creating easy access to resources became another key focus in strengthening classroom engagement. Storybooks, print-rich classroom walls, and structured reading routines were intentionally incorporated into daily learning. A dedicated thirty-minute reading period before lunch created consistent opportunities for students to explore stories and texts independently. Students were also encouraged to borrow books and continue reading at home, which helped transform reading into an enjoyable and self-driven habit. Academically, students demonstrated encouraging progress throughout the year. In Literacy, nearly twenty-seven percent of students showed growth equivalent to one-and-a-half years, while more than twenty-three percent demonstrated one full year of growth. In Mathematics, over forty-three percent of students scored above seventy percent in assessments, reflecting increased conceptual understanding and confidence in problem-solving. These improvements were supported through inquiry-based learning approaches that encouraged students to engage critically with concepts rather than focus solely on memorization. A significant influence on my teaching practice came through participating in the “Good To Great” teacher track and learning visits to Aga Khan Academy. Observing inquiry-driven classrooms where students independently researched topics and engaged in critical questioning reshaped my own instructional practices. Inspired by this, I introduced more student-led discussions and collaborative learning experiences in my classroom around themes such as empathy, resilience, equality, and scientific inquiry. Students gradually became stronger communicators and collaborators, confidently moderating discussions and engaging in critical thinking with their peers. Beyond the classroom, I also contributed as the operations and logistics lead for Dramebaaz 7.0, where I gained valuable experience in fundraising, coordination, and stakeholder management. Simultaneously, I began developing my Be The Change Project focused on addressing teacher helplessness in supporting students with special learning needs. One of the most important lessons from this year has been understanding that meaningful stakeholder management requires shared ownership rather than individual burden. Through reflective conversations, collaboration with parents, and support from mentors and peers, I learned to navigate challenges more sustainably and intentionally. As I move into the second year of the Fellowship, my vision is to further strengthen student agency and voice while continuing to grow as an educator and enabler. This journey has reinforced my belief that sustainable educational change happens when students are trusted, empowered, and given meaningful opportunities to lead their own learning.

Links:

• TEACH FOR INDIA