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Teach For India

@teachforindia

Non-profit, Education NGO
A non-profit working towards educational equity in India.
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Teach For India’s Most liked posts from the last 30 uploads.

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For as long as she can remember, Keerthana has wanted to be an educator — to one day start her own school. That dream wasn’t just about running an institution but about creating a space where children could experience education as something alive, curious, and deeply human. “I grew up in small schools that treated academics and the arts with equal importance. We had to try everything — sports, crafts, debate, exchange programmes. That exposure changed the way I saw life. It taught me you can’t only be good at one thing. Every experience feeds into another.” That dream led her to volunteer with U&I, a youth-led after-school programme. There, a fellow volunteer noticed her passion and insisted she apply to Teach For India, which led her to the classroom she teaches. Today, that conviction shows up in her classroom when her third graders debate what really makes a family, or when they carry conversations on sustainability back to their homes. It’s in the way they question, share, and slowly learn to see the world with more openness. She believes education isn’t just about covering the syllabus. It’s about opening children’s minds, giving them the courage to question, and the chance to experience more than what their textbooks can offer. Whether she is guiding her Students through conversations on family, inclusivity, or sustainability, Keerthana carries the same belief forward: that every child should be able to imagine more possibilities for themselves, and for the world they will shape. #classrooms #students #education #academics 2025-08-28 18:25:04 For a.. 462 -40% 57 -17%
Because a certain 𝑬𝒏𝒈𝒍𝒊𝒔𝒉 𝑻𝒆𝒂𝒄𝒉𝒆𝒓 is trending, we 𝑻𝒂𝒚𝒍𝒐𝒓𝒆𝒅 some memes for you. All served 𝑺𝒘𝒊𝒇𝒕𝒍𝒚. . . . . [Taylor Swift, Travis Kelce, Engagement, Love, Swifities] #taylorswift #traviskelce #swifties #love #taylorswiftfans 2025-08-27 18:20:00 .. 417 -46% 19 -72%
The love and belief my Fellows gave me shaped who I am. Today, I pass that on to my class. My top priority, without even thinking, is to give back whatever I have received.” From once being a Teach For India Student and a part of Kids Education Revolution, to now becoming a Fellow, Shafak Akhtar stands where her Fellows once stood—filled with pride and purpose. Shafak came from a low-income community and aspired to transform grassroots education. But stepping into her Fellows’ shoes was not that easy. In her first year, she faced low attendance, gender imbalance, low-level academics, and classroom distractions. But Shafak was determined to walk alongside her Students, helping them overcome challenges and reimagine what’s possible. She started to increase engagement in the class by adopting many strategies, including grounding exercises, after-school classes for Students, and having a reward system for achieving 100 percent attendance. Also, during summer break, Shafak involved Students through role-play by weaving characters into lessons, making reading comprehension engaging and fun. Her approach nurtured English fluency, leadership skills, and academic progress. Simultaneously, to regularise attendance, Shafak focused on community visits and gained parents’ trust. Through continuous efforts, the focus in her classroom has shifted from ‘I’ to ‘we,’ fostering a culture where every child feels responsible for and empowered by collective growth. Now, Students say, “Didi, I feel happy when I come to school.” They call their classroom their ‘second home.’ Shafak’s siblings have also had a stint with Teach For India. Her elder sister Sharmine, was also a Fellow, and she graduated last year, while her younger sister was a Teach For India Student. Now, Students’ parents see Shafak as an inspiration and encourage their children to be a Fellow one day. #transformation #fellowship #students #classroom 2025-08-26 18:28:15 .. 522 -32% 175 +153%
In low-income communities where art is often overlooked, children have long searched for a way to feel seen. Many turn to shortcuts or substances, chasing a sense of worth they can’t find in classrooms. Onindita dreamed of rewriting that story. She introduced MUSE to her Students, a journey in performing arts, built to Motivate, Understand, Speak, and Express. MUSE isn’t just about theatre. It’s about giving Students the stage, literally, to discover their voices and their power. The initiative began with Anne Frank’s Diary of a Young Girl and Girish Karnad’s Tughlaq. Students didn’t just read history; they lived it on stage. They learned acting, set design, and dialogue delivery, while also stepping into Anne’s shoes through diary-writing prompts. In the process, they built more than theatre skills: empathy, teamwork, courage, and honesty. Students learned to collaborate, hold each other accountable, and embrace kindness. Discipline turned into resilience, and practice became the pursuit of excellence. For the first time, many felt the joy of being recognised, not for grades, but for the strength of their voices. The first showcase was more than a performance. It was a community celebration. Both Fellow and Student Alumni returned to contribute their talents in set design, acting, dance, and scriptwriting. They stood proudly beside younger Students, not just helping but modelling what it means to give back. Through MUSE, Onindita’s Students are discovering that their voices matter. That their stories deserve a stage. And that change begins when they choose to speak, and the world chooses to listen. MUSE will now journey to “Stories Around Us,” where Students will explore Shakespeare, and “Voices of Change,” where they will write and perform their own plays - their own history in the making. #students #classrooms #resilience #collaborate #theatre [Resilience, Empathy, Teamwork, Theatre, Classrooms] 2025-08-25 18:22:33 I.. 472 -38% 29 -58%
“Warning: These answers will melt your heart 💙😭 Our Students share their one big hope from their Teach For India Fellows — and it’s the sweetest thing you’ll hear today. Comment: If you were in this reel, what would your answer be? 👇” 2025-08-22 18:17:41 “Warni.. 252 -67% 9 -87%
The Students were used to rote learning and writing long-form answers in English, but could not speak a single sentence. This came as a shock to Prerana. She knew that rote learning and mugging up answers were the Students’ default settings, which also meant that their learning capabilities were low. Now, what to do?... Prerana thought to herself. A team session on the power of “belief” sparked an idea. Prerana brought this concept to her classroom, telling her Students, “I believe one day you all will speak in English. I believe you will learn together and thrive.” This simple statement began to rebuild their confidence. To implement this belief, Prerana and her co-Fellow Brinelle focused more on project-based learning, which included work to be done in theory and practice, along with vivas (oral exam). This helped Students gain confidence and the practice needed to speak and express themselves in English. Prerana (along with her co-Fellow) re-imagined the learning environment, transitioning from a rigid, book-based system to one centred on engaging activities and open discussions. They used songs and games to make every lesson exciting and introduced a buddy system that encouraged Students to take ownership of each other’s learning. The results were transformative. The Students began actively participating in discussions, reading books, and sharing their unique perspectives. Their aspirations grew exponentially—they started dreaming of becoming authors, scientists, doctors, and army officers. Prerana’s two years as a Teach For India Fellow re-instilled her strong belief in the power of education and how it not only opens one, two or three doors of opportunities but a whole new world of infinite potential. 2025-08-21 18:21:27 The Stude.. 817 +7% 69 -0%
Warning: Once you see Fellowship through cat memes… you can’t unsee it. #catmemes #fellowship 2025-08-20 18:25:58 Warning: Once you see.. 837 +9% 70 +1%
Zakir Khan at Madison Square? Amazing. Zakir Khan back in our classroom? Legendary. zakirkhan_208 You said you would be back 10 years ago, so when is the show? 😁 Our Students are eagerly waiting! #zakirkhan #madisonsquaregarden #comedy #art #standup 2025-08-19 18:20:56 Zakir Khan at Madison .. 2,435 +218% 88 +27%
Before the Fellowship, Rex was searching for. He wanted to understand whether change could only be achieved through government interventions, and if policy alone was enough. Rex’s two years in the Fellowship unfolded in unexpected ways. In his first year, he taught at a low-income private school. In his second year, he was placed in a government school with better infrastructure. But what seemed like an upgrade came with its own challenges. Despite the facilities, access was restricted by rigid hierarchies, securing even a single opportunity for Students required at least four separate signatures. This bureaucratic hurdle led Rex and his team to explore possibilities beyond school hours. That’s when the Teach for Fun initiative was born. Partnering with schools that had stronger infrastructure and resources, Rex and his team created a structured after-school mentorship program. Older Students from these schools mentored his Students in activities aligned to their interests. The impact was profound. Many of Rex’s Students, who had never stepped outside their neighbourhoods, found relatable role models who had access to different opportunities. They grew in self-confidence, became more active participants, and developed stronger teamwork skills. The mentor Students, in turn, gained exposure to ground realities, broadening their own perspectives. Teachers from both schools began to embrace more openness toward collaboration. For Rex, the experience shifted his perspective on impact. He moved from viewing it as something driven solely by policy to understanding its deeply human nature. He learned how to navigate systems, build alliances, and lead with empathy. Most importantly, he discovered that bridging access, not just availability, can transform a child’s sense of what is possible. #impact #transformation #mentorship #learning #students #education [Impact, Transformation, Mentorship, Learning, Students] 2025-08-18 18:18:45 Before the Fellow.. 1,712 +123% 204 +195%
79 years of independence, but many children are still waiting for theirs. We truly believe that the seeds of nation-building are sown in a classroom, yet in too many classrooms today, talent goes unnoticed, voices go unheard, and dreams are quietly traded for survival. Our Fellows fight every day to change this because, for us at Teach For India, true freedom starts in the classroom. We're redefining freedom, one lesson at a time. The freedom to speak, to fail and try again, and to be curious without being silenced. This Independence Day, we are committed to building a future where every child has the freedom to dream and the power to make those dreams a reality. #indepenceday #independenceday2025 #honouringfreedominspiringthefuture #freedom #inequity 2025-08-15 13:22:58 79 years of independence,.. 485 -37% 69 -0%
They called us rebels. We call it fighting for every child’s future. Your rebellion in one word—what is it? 2025-08-14 18:24:52 They called us rebels.. 209 -73% 10 -86%
When Rida joined the Fellowship, she never pictured herself in a classroom. “Being a teacher was never a part of my plan… I used to say, who’s going to be a teacher?” That changed in her first year, when she walked into a grade nine Social Studies class in Bangalore. On paper, the job was to finish the syllabus. In reality, she saw a group of teenagers who didn’t believe the subject had anything to do with them. Some struggled to read at a primary level. Many thought of history as a string of names and dates to memorise, and they were far more interested in what was happening on their phones. Rida realised teaching had to be more than delivering content. She began by transforming her lessons into interactive experiences—turning historical dates and events into group puzzles, timed competitions, and storytelling sessions. She made the classroom a space where mistakes were welcomed and curiosity was rewarded. She encouraged quieter students to share by asking open-ended questions and creating small group activities where they felt safer speaking up. Over time, Students who once stayed silent began raising their hands confidently, debating ideas, and connecting the past with their present. They found joy in a subject they had once dreaded. Rida’s drive comes from her own story. Growing up in a conservative community in Chennai, she wanted to be the first in her family to open doors for others — her nieces, nephews, and cousins. Today, she’s doing that in the classroom. And proving that when teaching meets creativity, even the most “boring” subjects can spark joy. #classroom #transformation #community #students 2025-08-12 18:37:57 Whe.. 656 -14% 56 -19%
When Adnan entered the classroom at Ja’fari English High School in Mumbai, he identified a critical gap: the lack of spaces and opportunities for Students to explore their interests beyond academics. He observed immense talent among his own Students and those across other grades, but little to no platform for them to express it. That insight led to the birth of Jashn-e-Jafari. Jashn-e-Jafari was a two-day intraschool festival designed to create space for Students to participate in a wide range of events from sports and fine arts to performing arts. The goal was ambitious - to ensure 100% participation. To make this possible, the entire school was divided into teams based on grade levels, each team led by a teacher coordinator. The festival saw 78% participation from the school’s total strength. Students took on various roles, not just as performers or competitors, but also in managing discipline, handling logistics, and coordinating at the venue. Many Students, inspired by the experience, began engaging more actively in extracurriculars and expressed interest in continuing the initiative in the future. The impact was visible. The confidence Students gained through the festival reflected in their classroom behaviour, their communication with others, and in some cases, even in their academic performance. And for Adnan, it was a leadership journey - to deepen his stakeholder management skills working with school management, teachers, parents, and most importantly, his Students. Jashn-e-Jafari wasn’t just an event. It was a reminder that when Students are given the space to express themselves, the transformation reaches far beyond the stage. #transformation #students #creativity #expression #leadership [Leadership, Creativity, Classrooms, Transformation] 2025-08-11 18:33:00 When Adnan entered .. 690 -10% 107 +55%
“What can I leave behind that keeps growing, even after I move on?” Divya grappled with this question and felt a deep need to build something sustainable that would remain long after her two-year journey. She hoped to leave behind values, initiatives, or simply the confidence for them to discover and believe in their strengths. Divya’s eighth-grade classrooms were a blend of migrant communities, with many Students grappling with identity crises, and others struggling academically. But she began with one Student at a time. One such Student was Zoremi, who hails from Mizoram. The language and cultural differences, and the insensitivity around her, made it even harder to connect with her class. Divya began one-on-one conversations with Zoremi and soon noticed her strength in English. Encouraged to write, Zoremi poured her heart into a powerful autobiographical piece by sharing her pain, dreams, and journey. It became more than writing; it was an act of reclaiming confidence. Her peers illustrated it, and together they created it into a book, My Story. Later, Zoremi proudly orated it at the Delhi Regional Showcase, inspiring many, and her father beaming in the audience. Then came the most beautiful full-circle moment. She returned to her hometown for summer breaks this year and fulfilled her dream of taking classes for grade three children. Inspired by Divya’s teaching techniques, Zoremi handled these children with ease. They even called Zoremi “a small miss.” Zoremi didn’t stop there. Her story stood out in the classroom TED Talk series, and she was later chosen as Event Coordinator and Cultural Head in the Student Council. Divya also implemented a peer buddy system to enhance classroom engagement, promoting responsibility and mentorship among Students. These transformations remind us that when you give a child a voice and trust them, they begin to carry that power forward into their families, their communities, and the world. #transformation #education #students #classroom 2025-08-08 19:00:11 “What can I.. 582 -24% 106 +53%
“I love how I feel when I teach.” This simple statement from Sanjita is powerful enough to make anyone pause and smile. Her passion for teaching began even before she joined the Fellowship. She volunteered at a small school in Turtuk, a remote village in Ladakh near the Indo-Pak border. The pure joy she found in being around young Students was so profound that it inspired her to explore teaching further, ultimately leading her to the Teach For India Fellowship. During her Fellowship, Sanjita had the chance to teach in two different classrooms. This experience gave a lot of perspective and also the opportunity to dive into pressing issues ranging from learning gaps, low engagement in the classroom, gender divide, lack of financial literacy and most importantly, child safety. Being a qualified lawyer gave her an extra edge over understanding socio-economic problems, social issues that persist in society which trickles down into our classrooms even today. To bring a solution-oriented approach into the classroom, it’s important to think from a different perspective. Sanjita said, “I was excited to reimagine learning—not just what is taught, but how and why it is taught.” She centred her classroom activities around reading, writing, and sharing as daily practice. For example, she introduced a “Shark Tank” project where Students decoded real pitches, wrote business plans, and presented their ideas to an expert. This hands-on approach culminated in a business-themed play where Students acted as judges and entrepreneurs at a city showcase. One of the most important issues that Sanjita addressed in the classroom was around child safety. Sanjita, a dedicated teacher, prioritised child safety in her classroom. She partnered with organisations like Bachpan and Legal Haq to run workshops, which resulted in Students showing increased awareness and trust. Academically, her Students progressed from writing single words to forming paragraphs and working in teams, celebrating every step of their journey. Leading with love in classrooms is simple. Interact, listen and implement. Here is Sanjita teaching us a thing or two. #classroom #gender-equity #bachpan #legalhaq 2025-08-07 18:38:51 “I love h.. 431 -44% 56 -19%
When Vaishnavi talks about school, she remembers how alienating it felt. She was the kind of Student who needed to ask “why”—who needed to understand things visually, emotionally, through discussion. But her classrooms didn’t have room for that. Years later, after studying International Relations and Governance, she chose a different path from her peers. She joined the Fellowship and made herself a quiet promise: no child in her care would feel the way she once did. In her classroom, learning isn’t about getting everything right. It’s about making space for messiness, for emotion, for trying again. “It’s never just about finishing the syllabus,” she says. “It’s about helping them ask better questions. It’s about helping them understand each other.” That’s what led to a month of disability awareness—something no textbook had asked her to teach, but something her classroom needed. Her Students watched stories. Asked questions. Wrote letters. One child wrote, “I give you my eyes.” And slowly, something changed. Not just for the girl they had once excluded, but for all of them. Vaishnavi doesn’t see herself as the one holding the answers. “I’m not here to pour information into their heads,” she says. “I’m here to learn with them.” To her, teaching isn’t about control. It’s about creating a space where children feel safe enough to be wrong and brave enough to try anyway. Because when you start by creating belonging, you don’t just change the classroom. You change everything, it leads to. #classroom #students #emotions #learning #transformation 2025-08-06 18:26:23 .. 1,788 +133% 55 -20%
Sameera didn’t want to dictate rules and expectations in her class. Instead, she envisioned a classroom where Students were co-creators of the culture, where democracy, voice, and inclusion weren’t just concepts taught as lessons, but values embedded into everyday learning. “Social justice has always been at the heart of how I view education, not just as a subject to teach, but as a way of being. If I wanted my Students to truly understand justice, they had to experience and build it,” Sameera shares. Alongside Co-Fellows Disha, Ramia and Sheema, Sameera built a classroom that reflected leadership and collective responsibility. They facilitated open conversations around justice and inclusion, grounding them in the Students’ realities. The goal was clear: create a space where every child felt visible and empowered. One of their most powerful tools was a set of charts. On the walls of their class hung two lists “Rights” and “Duties”, carefully crafted by the Students themselves. These weren’t abstract ideas. They were personal: the right to rest when overwhelmed, the right to joy, the right to a clean and respectful space. With each right came a corresponding duty: to show up on time, to include others, to care for the classroom and each other. “These charts became our North Star, reminding us daily of the space we were choosing to create together.” Sameera reflects. Sameera also often asked her Students for feedback: “How can I be a better didi?” The responses, honest and deeply insightful, helped shape how she showed up for them day after day. In this co-created space, justice wasn’t taught from a textbook. It was lived. Sameera’s classroom is proof that when educators choose collaboration over control, and inclusion over instruction, Students become leaders in their own right. #classrooms #inclusion #leadership #northstar 2025-08-05 18:40:09 .. 1,161 +52% 117 +69%
Warning: This post may cause nostalgia overload, happy tears, and a sudden urge to send this post to your friends. And yes — the last one will steal your heart. #friendshipsday2025 #friends #friendforlife #friendshipgoals #friendsforever #friendsforever #friendshipsday 2025-08-03 19:06:07 Warning: This post may .. 545 -29% 38 -45%
What if your next role came with meaning, not just money? We’ve handpicked 9 game-changing roles in the social impact space—perfect for those who want their work to matter. 👇 Tag a friend who’s ready to trade ordinary for impactful. 2025-08-01 18:40:52 What if your nex.. 303 -60% 8 -88%
Corporal punishment has long cast a shadow over classrooms. It might seem like nothing’s been done about it, but that’s not the case. Change is possible, and often, it starts with one determined person who is willing to ‘Lead With Love’. When Aayushi joined the Teach For India Fellowship, she wanted to do what she ‘loved’ doing, i.e. to teach. As she was introduced to her classroom in a low-income private school in Ahmedabad, the Students were surprised that this didi/ teacher did not hit or resort to corporal punishment. They were pleasantly surprised and also curious. Most Students in Aayushi’s classroom were first-generation learners, which meant that parental intervention was limited. As a result, they had a low academic rigour. At the same time, they felt unsafe in the classroom. She was dedicated to changing the status quo, but also saw a lot of challenges that she was up against. The biggest one was the resistance from the parents to help children in their learning. Back in the classroom, Aayushi wanted to get Students excited about learning. So she started something unique – Monday meetings focused on goal setting for the week, followed by thoughtful Tuesday, wisdom Wednesday, throwback Thursday, fun Friday, and Summary Saturday. All these days were divided into something for the Students to look forward to, and piqued their interest as well. This routine slowly started helping to bring a shift in the classroom. Today, Aayushi has set these Students’ learning paths in a way that they are not only interested in learning but are also helping their parents to learn a thing or two. It’s perspective that sometimes brings the biggest shifts. In a classroom, a teacher can transform Students and help them become lifelong learners. Ayushi is doing just that. Simple steps done with consistency and led with love, can bring a long-lasting change. #transformation #learning #trust #empowerment #leadwithlove #changemakers #empathy [Transformation, Empathy, LeadWithLove, Empowerment] 2025-07-31 18:34:33 Corpo.. 415 -46% 62 -10%
Before the Fellowship, Ambika was designing educational games at IIT Gandhinagar. She spent hours thinking about how children learn — how play could spark exploration, how design could build curiosity. But something was missing. “I realised I didn’t just want to design for classrooms. I wanted to be inside one.” That’s what brought her to a government school in Chennai, where she was placed with forty third graders. “There was so much silence at first,” she said. “When I asked them something in English, they’d just repeat it back. Not because they didn’t want to speak — but because each of us didn’t know how.” She remembers how uncertain those early days felt. Every small conversation had to be built from scratch. So she started small. One word a day — she would learn a bit of Tamil, and they would try out English. She wasn’t alone in this. Her Tamil co-teacher stood beside her every day, helping translate, helping build trust. Ambika brought in drawings and songs, morning yoga and daily meetings. Over time, the classroom filled with shared rituals, spaces where the exact words didn’t matter as much as what they meant. “There’s this one boy who still struggles to speak in class,” she said. “But when he greets me in the morning, he says, ‘Miss, I’ll try again today.’” Now, her Students run their own morning meetings. They translate for one another. “They’ve grown so much. But I’ve changed with them too,” she said. “The kids have taught me how to teach without words sometimes. Or to wait till the words come.” It’s been a journey of shared language, but also shared trust — one that began in silence and now speaks for itself. #empathy #education #resilience #classrooms #language 2025-07-30 18:39:11 .. 1,338 +75% 102 +48%
♟️ Bishop to d5. Knight to h7. Rook to g8… Confused? That’s how children feel when their dreams don’t have a believer. Divya’s dream did have believers. The result? A Women’s World Cup champion. A Grandmaster title. A nation inspired. But in every corner of India, lakhs of children are still waiting for someone to believe in them. Ready to be that person? Ready to Teach For India? #Chess #DivyaDeshmukh #FIDE #Dreams #India 2025-07-29 18:36:28 ♟️ Bishop t.. 380 -50% 5 -93%
When Disha stepped into her classroom as a first-year Fellow, she wasn’t met with focused, productive silence. Her Students were disruptive, disinterested, and had stopped expecting joy from learning. They were disconnected. From the textbooks. From each other. From themselves. They had spent years being told what to study, how to behave, what to dream. But no one had asked them: What do you love? But Disha did. She began with conversations, sitting with her Students after class, asking questions no test had ever included: What excites you? What would you learn if you could choose? Slowly, a theme began to emerge. Her Students loved movement, rhythm, colour, expression. They wanted to dance. Create. Photograph. Build. And most of all, they wanted to be seen. That’s how Project Junoon was born. A passion-led series of workshops designed not around the syllabus, but around the Students themselves. Disha began reaching out to artists, creators, working professionals—anyone willing to offer time and mentorship. Many said no. Some never responded. But Disha persisted. She raised funds online, sourced materials, and started with what she had. Every workshop became a mirror. Students saw themselves differently—and so did their teachers. They listened more, engaged more, and asked more questions. Their academic confidence grew, attendance improved, and the silence in the classroom slowly gave way to laughter, dialogue, and creation. They weren’t just learning new skills. They were reclaiming the right to dream. Through this journey, Disha realised something powerful: when Students are trusted with choice, creativity and freedom, they show up—not just for school, but for themselves. Because sometimes, the most radical thing you can do is ask a child, What do you love? #empowerment #junoon #transformation #creativity [Empowerment, Junoon, Transformation, Creativity, Education, Students] 2025-07-28 18:25:11 When Disha st.. 997 +30% 129 +87%
IYKYK😎😬 . . . . [Fun, Trending, Institute, Learning, Memories] #fun #trending #education #memories #learning 2025-07-25 19:10:44 IYKYK😎😬 . . . . [Fu.. 638 -17% 31 -55%
Remember the sharp crack of a duster against a desk, followed by a teacher’s stern “SILENCE!” That command often achieved its immediate goal: quiet. But it frequently came at a hidden cost. Students, gripped by fear, often lost more than just their voices. Their curiosity would shrivel, too afraid to ask questions. This leads to a burning question. What if silence in the classroom could spark curiosity instead of stifling it? What if the noise transformed into a rich exchange of meaningful conversations and dialogue? That’s exactly what Gursimran did in her class. Over the next 2 years, she partnered with the Students to co-create a place where every Student enjoyed coming to. It also allowed Gursimran to see potential over performance, growth over grades, and voice-over volume. She achieved this by implementing simple yet powerful strategies. Incorporating daily routines and fostering the courage to share stories helped build a classroom culture celebrating every child’s voice and choice. Gursimran even introduced Students to sign language as a new communication skill and to cultivate empathy for the non-hearing community. Gradually, her Grade 2 Students blossomed, culminating in the publication of their own storybook, Funtastic Tales. By Grade 3, they ran a podcast series, openly discussing their learning journeys. A particularly proud moment for Gursimran was facilitating a democratic election in class. “Watching children campaign, vote, and reflect on fairness was unforgettable,” she recalls. “These weren’t just ‘activities’—they were acts of agency.” Ultimately, Gursimran’s experience underscores a vital lesson: the classroom should be a place that brings Students joy, not somewhere their voices are silenced. Gursimran created and published content and training resources during her Fellowship, notably I Can Read English and Hindi ki Pathshala to simplify teaching and learning, which streamlined lesson plans. She remains dedicated to grassroots engagement, continuing Student work and curating teacher-focused content on Instagram at learning.circus to make teaching more aspirational and joyful. #transformation #podcast #growth #education #curiosity 2025-07-24 18:32:23 .. 607 -21% 56 -19%

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