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A Journey of Dedication and Change: Mr. Chetan Kumar Verma’s Educational Impact

Shreya Jain

“Every child deserves a champion: an adult who will never give up on them.” – Rita Pierson

Have you ever encountered an educator who not only imparts knowledge but also ignites a fire within their students? Let me introduce you to Mr. Chetan Kumar Verma, whose inspiring journey as a teacher and mentor is an example of human connection and dedication.

In July 2022, Chetan sir embarked on his teaching career as a Political Science lecturer at SPM Sarvodaya Vidyalaya, CR Park, under the Directorate of Education, Delhi Government. Adapting to the new work environment took time, but with perseverance and dedication, he found pride and accomplishment in his role.

During his nearly two-year tenure, he encountered numerous hurdles, like having a new work culture, new roles , new responsibilities, diverse students and challenges associated with them, etc. However, the support and guidance from the school principal, mentor and colleagues enabled him to navigate these challenges effectively. In January 2023, he was given the responsibility of Teacher Development Coordinator (TDC). This dual role as a TDC and teacher presented both ordinary and extraordinary challenges.

“A person who never made a mistake never tried anything new,” as Albert Einstein said, and this was certainly true for him. One significant experience that validated this quote was when he became the class teacher for 12th grade. He observed a wide range of individual differences among the students. Some struggled academically, had low attendance and were involved in disruptive behaviors. He started group counseling sessions to understand their mindsets better. When group counseling didn’t yield the desired results, he shifted to individual counseling, with guidance from the school principal and mentor.

“With the guidance of the school principal and mentor, I implemented some corrective measures. Some students were linked to the Eco-club, where they enthusiastically participated in environmental protection activities and beautified the school garden,” says Chetan Sir.

He believes in nurturing each student’s inherent talents. He prepared some students as volunteers, which helped them become disciplined and assist their peers in maintaining discipline. Regular Parent-Teacher Meetings (PTMs) were organized to improve attendance, establishing continuous communication with parents. This approach helped control problematic behaviors and fostered a positive change among students.

“Improvement was seen in children engaged in other disruptive activities. The children involved in the Eco-club did an excellent job and the school received the Green Award” he recalls. 

This achievement led to the school principal honoring these students, which further boosted their morale and positive behavior. The school’s overall result improved, with some students passing the CUET exam (undergraduate entrance) and gaining admission to prestigious colleges.

Innovative Teaching and Learning Strategies

As a TDC, under the guidance of his Mentor Teacher, he organized various teaching activities and creative teacher workshops. These activities, including the Jigsaw method, Frayer’s model and Quick Exit strategy, that significantly enhanced the learning capacity of all students whether they are below average, average  and bright students. 

“The UNESCO-proposed course for social-emotional learning was also very beneficial. The Hook strategy from the TDC program helped create a conducive learning environment,” says Chetan Sir.

The learnings from TDC network meetings increased students’ safety, engagement and self-esteem, contributing to a more positive classroom atmosphere. An appreciation culture developed within the school environment, with two Academic Resource Team (ART) members awarded the STAR ART MEMBER AWARD annually, boosting efficiency of teachers and positively impacting the classroom environment.

The new activities introduced through the TDC program played a significant role in making the teaching-learning process interesting. “Recently, the Inside-Outside Circle Strategy introduced under LIC-14 made it easier for students to remember multiple-choice questions and short answers, transforming the classroom into a “learning through play” environment,” he notes.

The Time Management Strategy and Name Tag Activity under Learning Improvement Cycle-13 further improved classroom management and increased student participation. These new activities played a crucial role in making the teaching-learning process more interesting and engaging. His connection with students and parents simplified the teaching process. 

Reflecting on his journey, he shares, “Every problem has a solution, and we should continuously strive to find it. A teacher is not just someone who teaches students but someone who makes learning easy for them and provides the courage to understand life values.”

His journey from a novice teacher to a transformative leader within the school community exemplifies the impact one dedicated individual can have on the lives of many students.

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Learning Outcome-Based Planning: LIC 15, MTs, and TDCs Co-learning Session

The ongoing Teacher Development Coordinator (TDC) program continues to innovate and strengthen education in Delhi, this time with the 15th Learning Improvement Cycle (LIC 15). Held on 22nd and 23rd August 2024 for Mentor Teachers (MT), and on 27th and 28th August 2024 for Teacher Development Coordinators (TDC) of Directorate of Education, Delhi schools with support of SCERT Delhi , the sessions focused on the critical theme of Learning Outcome-Based Planning.

LIC 15: The Importance of Learning Outcome-Based Planning

LIC 15 is aligned with the National Curriculum Framework for School Education (NCFSE) 2023, which emphasizes understanding curriculum aims, learning competencies, and clear learning outcomes. The main takeaway from LIC 15 is that effective lesson planning should center around specific learning outcomes, ensuring students meet targeted skills by the end of each lesson.

But why this focus? Learning Outcome-Based Planning ensures that teachers design their lessons with a clear goal—what students should know and be able to do. This approach shifts teaching from simple content delivery to a focus on skill acquisition and competency building.

Co-Learning Sessions: Fostering Collaboration and Knowledge Sharing

A key feature of LIC 15 was the co-learning sessions, designed to ensure that all participants—DIET faculty, Mentor Teachers, and TDCs—were familiar with the theme and strategies. SCERT’s core design team, with support from the Centre for Intrinsic Motivation (CIM), led the first round of DIET co-learning sessions. These sessions were cascaded to Mentor Teachers, who then facilitated the sessions for TDCs in their districts. TDCs, in turn, brought these strategies back to their schools.

These sessions weren’t just about introducing new concepts—they served as spaces for collaboration, where participants could share successes, ideas, and strategies for overcoming challenges. This collaborative approach helps build a strong community of educators committed to improving student learning outcomes.

The ongoing Teacher Development Coordinator (TDC) program continues to innovate and strengthen education in Delhi, this time with the 15th Learning Improvement Cycle (LIC 15). Held on 22nd and 23rd August 2024 for Mentor Teachers (MT) Co-Learning Session, and on 27th and 28th August 2024 for Teacher Development Coordinators (TDC) C0-Learning Session of Directorate of Education, Delhi schools with support of SCERT Delhi , the sessions focused on the critical theme of Learning Outcome-Based Planning.

LIC 15: The Importance of Learning Outcome-Based Planning

LIC 15 is aligned with the National Curriculum Framework for School Education (NCFSE) 2023, which emphasizes understanding curriculum aims, learning competencies, and clear learning outcomes. The main takeaway from LIC 15 is that effective lesson planning should center around specific learning outcomes, ensuring students meet targeted skills by the end of each lesson.

But why this focus? Learning Outcome-Based Planning ensures that teachers design their lessons with a clear goal—what students should know and be able to do. This approach shifts teaching from simple content delivery to a focus on skill acquisition and competency building.

Co-Learning Sessions: Fostering Collaboration and Knowledge Sharing

A key feature of LIC 15 was the co-learning sessions, designed to ensure that all participants—DIET faculty, Mentor Teachers, and TDCs—were familiar with the theme and strategies. SCERT’s co-design team, with support from the Centre for Intrinsic Motivation (CIM), led the first round of DIET co-learning sessions. These sessions were cascaded to Mentor Teachers, who then facilitated the sessions for TDCs in their districts. TDCs, in turn, brought these strategies back to their schools.

These sessions weren’t just about introducing new concepts—they served as spaces for collaboration, where participants could share successes, ideas, and strategies for overcoming challenges. This collaborative approach helps build a strong community of educators committed to improving student learning outcomes.

District-Level Engagement: Scaling Learning Across Schools

The LIC 15 theme reached all 13 districts and 10 DIETs of Delhi, covering over 1,043 Directorate of Education (DoE) schools. The high participation rate—around 95% of participants attended—reflects the strong commitment to improving education quality.

At the district level, DIET facilitators led sessions for Mentor Teachers, where they engaged in discussions, exchanged feedback, and developed action plans. TDCs played a vital role in ensuring that the strategies were customised for their schools, creating a tailored approach to learning outcome-based planning for each unique student population.

Key Activities and Focus Areas in LIC 15

The co-learning sessions were packed with activities aimed at giving teachers the tools they need to implement learning outcome-based planning effectively. Key activities included:

  1. Recap of LIC 14: To ensure continuity, participants revisited key concepts from the previous Learning Improvement Cycle.
  2. Understanding Learning Outcome-Based Planning: Teachers explored the significance of this approach in boosting student learning and performance.
  3. Exploring NCERT Learning Outcomes: Participants were encouraged to align their lesson plans with documented learning outcomes from NCERT.
  4. Introduction to Understanding by Design (UbD): Teachers learned to design lessons using a backward design approach, starting with the end goal in mind.
  5. Lesson Planning Workshops: Participants created lesson plans step-by-step, incorporating feedback from peers to improve their strategies.
  6. Goal Ladder Activity: This student-centered tool helps break larger goals into smaller, manageable steps, making learning objectives clearer and more attainable for students.
A Culture of Continuous Improvement

LIC 15, along with the Mentor Teacher and TDC CLS sessions, marks a significant move toward building a culture of continuous improvement in Delhi’s schools. The focus on learning outcomes equips teachers to design more effective lesson plans, ultimately meeting the unique needs of their students.

As this cycle rolls out across schools in Delhi, it will be exciting to witness how these strategies impact student learning. The LIC program, with its focus on collaboration and actionable strategies, continues to play a crucial role in elevating the quality of education in the region.

Stay tuned for updates on how these plans are implemented and the successes that emerge as teachers and students work together toward achieving their learning goals!

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Transforming Education: Ms. Faiza Nasir’s Journey of Innovation and Growth

Ms. Faiza Nasir has been shaping young minds as a Lecturer in Political Science at SKV Noor Nagar school for the past four years. Beyond her teaching responsibilities, she has also played an active role in the Teacher Development Coordinator (TDC) programme supported by Centre for Intrinsic Motivation. With her dual experience in classroom instruction and as a TDC, Ms. Faiza is committed to enhancing teaching methods and fostering professional growth in the education sector.

Overcoming Initial Challenges

When Ms. Faiza began her journey, she faced several challenges: low student retention rates, passive learning behaviours, and decreased attentiveness during lessons. Recognizing the need for change, she leveraged strategies from the Learning Improvement Cycles (LICs) provided by the TDC program. These strategies, backed by the Directorate of Education, SCERT, and CIM, focused on building strong connections with students and creating a psychologically safe classroom environment where mistakes were seen as learning opportunities.

Innovative Teaching Techniques

To engage her students, Ms. Faiza employed innovative methods such as name tags and low-stakes quizzes, which promoted active participation and inclusivity. However, the path to success was not without obstacles. Initially, students were resistant to new teaching methods, and organising classroom activities presented logistical challenges. Maintaining consistency in creating a safe and engaging environment while managing classroom dynamics added to the complexity.

Tangible Improvements

Despite these challenges, Ms. Faiza’s perseverance paid off. Through innovative teaching techniques like encouraging student collaboration and building rapport, she observed significant improvements in classroom dynamics. Student engagement soared, evidenced by increased attentiveness and active participation in discussions. These positive changes highlighted the effectiveness of the TDC training and collaborative learning sessions aimed at refining teaching methods.

Enhanced Learning Environment

The application of LIC principles not only boosted academic performance but also created a more conducive learning environment. Students felt more connected to the subject matter and took greater ownership of their learning journey. This shift fostered a collaborative and respectful atmosphere in the classroom, enriching the educational experience for all involved.

Empowerment Through Professional Development

The TDC program empowered Ms. Faiza to embrace new teaching techniques, leading to a more meaningful learning process for her students. The widespread support from fellow teachers, the administration, and the students underscored a positive shift in the school’s educational culture. This collective impact demonstrated the effectiveness of the strategies implemented.

Continuous Reflection and Advice for Educators

Reflecting on her journey, Ms. Faiza emphasises the importance of continuous reflection and adjustment to ensure the success of implemented strategies. She advises fellow educators to build rapport with students, foster a psychologically safe environment, and incorporate innovative teaching techniques to boost engagement and inclusivity. Additionally, she highlights the value of utilising resources provided by SCERT and Centre for Intrinsic Motivation for dynamic teaching and underscores the importance of ongoing professional development in education.

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Inspiring Sustainable Education Solutions - CIMposium Delhi, 2024

CIMposium 2024 was held recently at the India Habitat Centre in New Delhi. The brought together educators, government officials, NGOs, and researchers to delve into the theme, “Can NGOs sustainably exit the system?” The event, organised by the Centre for Intrinsic Motivation (CIM), aimed to ignite discussions on the sustainability of impactful educational interventions within government frameworks

Drawing a diverse audience of around 160 participants from various sectors, CIMposium 2024 provided a platform for varied conversations. Attendees shared stories of transformation and explored challenges and successes in implementing programs rooted in intrinsic motivation and behaviour change principles.

The event began with a captivating video sharing transformative stories from Delhi schools where CIM made a difference. Ms. Swaha Sahoo, Executive Director of CIM, set the stage for discussions by highlighting successful collaborations with Delhi’s Education Department. She emphasised the importance of autonomy, mastery, and purpose in education.

The panel discussions had experts from various sectors like Chetan Kapoor, COO Tech Mahindra Foundation;  Mr. Sudarshan Suchi, CEO of Save the Children India;  Mr. Shailendra Sharma, Education Advisor to the Delhi Government; Mr. Arun Poddar, Co-Founder and CEO of Aspirational Bharat Collaborative and Kaivalya Education Foundation and more. They delved into complexities surrounding sustainable exits, funding challenges, and the effectiveness of professional development communities. Panellists underscored the importance of continuity strategies, community engagement, capacity building, and outcomes-based financing in driving enduring impact

A significant highlight was the launch of the “Communities of Practice for Teacher Professional Development” research study, shedding light on the benefits and potential of CoPs in fostering professional growth among educators. The session underscored the importance of collaborative learning and knowledge sharing among educators to drive positive change and innovation in teaching practices.

Another milestone was the introduction of the “Unpacking Change in Large Systems” Impact Diary, that showcases the journey of the Teacher Development Coordinator (TDC) program. This resource offers valuable insights for NGOs, civil society organisations, researchers, and educators, highlighting key milestones, processes, and mindset shifts necessary for growth and sustainability

The success of CIMposium 2024 and initiatives like the TDC program can be attributed to the tireless efforts of the CIM Delhi team. Through capacity-building initiatives, reflective coaching discussions, and mentorship support, they have empowered stakeholders to lead at the district level, fostering a culture of data utilisation and building strong partnerships with government entities.

CIMposium 2024 showcased CIM’s collaborative efforts in education are paving the way for lasting improvements. By nurturing sustainable partnerships with government systems, CIM has initiated crucial dialogues about NGO sustainability, sparking an open conversation that transcends boundaries and fosters lasting change in education.

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The Impact of CO-ART Meetings in Enhancing the Teaching-Learning Process

Deepak Kumar Mittal

The success of any program depends on its implementation. Similarly, the success of the TDC (Teacher Development Coordinator) Program becomes evident when its impact is visible on students and teachers in classrooms. This impact is observed at Rajkiya Sarvodya Kanya Vidyalaya C Block, Sangam Vihar, illustrating how the TDC program has improved the teaching-learning process.

The TDC program introduces various techniques and methods through different Learning Improvement Cycles (LICs) to enhance the learning process and classroom activities for maximum student engagement through discussion and sharing at various Network Meetings. Academic Resource Team or ART Meetings mark the early stages of network meetings at school, gathering of teachers from various subjects to establish a collaborative learning environment. Subsequently, these network teachers disseminate the acquired knowledge in subject-specific meetings referred to as CO-ART meetings. In these meetings, teachers within the same subject participate, reflecting on diverse strategies.

The Crucial Role of CO-ART Meetings

CO-ART meetings play a crucial role in this process, where all subject teachers come together to discuss and plan their subject-specific teaching learning strategies based on the available resources. Initially, organising these CO-ART meetings was challenging due to issues like time constraints and teacher availability, but with the support of the school principal and the TDC coordinator, they began to succeed.

During ART meetings, the TDC coordinator simplified the LIC content and agenda, making it more accessible to ART members, who then carried forward the agenda in CO-ART meetings.

Fostering Open Discussions and Classroom Observations

Both ART and CO-ART meetings at this school provide all members with adequate opportunities and time to express their ideas freely. These discussions not only address practical challenges but also focus on techniques for resolving practical issues based on discussion and feedback.

Efforts have also been made to establish a classroom observation process where TDC coordinators regularly invite all ART and subject teachers to observe their respective classes. Similarly, ART members also invite teachers to observe their classes, promoting mutual learning and development. While there is still progress to be made in this area, there is considerable success observed through these practices.

Addressing Challenges as a Mentor Teacher

In the role of a mentor teacher in this school, it is challenging to conduct CO-ART meetings regularly according to the practical situations in the school. There are some challenges in conducting these meetings, such as a lack of self-confidence among ART members or a lack of facilitation skills. To address these challenges, Ms. Sunita TDC and I have built trust with all ART members and assured them that “we are working together in a small group to discuss these methods, techniques and technologies wherever you feel our need. The phrase ‘we are here, aren’t we’ has firmly established this belief.”

Furthermore, ART members who excel in their work or are invited for classroom observations are also honoured on various occasions, such as CLDP sessions by different school principals, annual festivals, or other school events. Ms. Pushpa Ekka, Principal of the school provides full support and assistance to colleagues with doubts or concerns, which is why ART meetings and CO-ART meetings are conducted very effectively here.

Effect of CO-ART Meetings on the Teaching-Learning Process in Classrooms

Co-ART meetings have a significant impact on the teaching-learning process in classrooms. As a mentor teacher, I have found that students now feel more connected to teachers than before. Additionally, it has been observed that students feel emotionally,  mentally, and physically safer than before. The contribution of LIC’s techniques and extensive discussions in ART and CO-ART meetings is clearly evident in the classrooms.

I have also seen that students are now starting to work in groups or pairs more openly. Their self-confidence and leadership skills are developing. Students are asking more questions than before and are also helping in the management of various activities.

For teachers, the activities and techniques discussed in CO-ART meetings have helped them become better, smoother performers. Now, teachers are conducting activities with more self-confidence.

Here are some reflections and feedback teachers give that clearly demonstrate the positive impact of CO-ART meetings and the TDC program on teachers and students, leading to an enhanced teaching-learning experience in the classroom.

“Participating in LIC’s Co ART meetings has been an incredible experience. Despite the challenges we face in Sangam Vihar, these meetings have greatly enhanced our teaching methods. They’ve helped build connections, plan lessons, create a safe learning environment, and manage time effectively. Students now feel safer and more engaged in class, thanks to strategies like ‘Do Now’ and ‘Hook.’ We also appreciate the impact on workload balance and work-life balance.”

Geeta & Pooja, Teacher

“ART and CO-ART meetings have been invaluable for educators. They’ve empowered us with strategies to link creative concepts with academic content, fostering analytical thinking in students. These meetings enhance academic achievement, engagement, and students’ social-emotional development. They encourage ownership and bring about positive changes in students’ personalities, making learning a holistic experience.”

Deepti Suman, Teacher

“Co ART meetings have equipped us with valuable teaching techniques and strategies. These methods improve class management and include mind-energising activities that awaken students’ minds and keep them active. It’s been a game-changer for us as educators, helping us conduct classes more effectively and engage students better.”

Uma, Teacher

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Unlocking the Full Potential: Why Organic Growth is the Key to Programme Success

The school education system in Delhi has undergone revolutionary changes over the past decade. Multiple initiatives have resulted in this extraordinary transformation. Crucial among them is the Teacher Development Coordinator (TDC) Programme launched in 2017.

The school education system in Delhi has undergone revolutionary changes over the past decade. Multiple initiatives have resulted in this extraordinary transformation. Crucial among them is the Teacher Development Coordinator (TDC) Programme launched in 2017. Centre for Intrinsic Motivation is a knowledge partner working closely with SCERT, DoE and DIET in implementing the TDC programme. It is an intervention aimed to build a more efficient, updated and intrinsically motivated teaching force in the system. The programme is structured at multiple levels, involving stakeholders from SCERT to schools who attend workshops, training sessions, mentorship programs, and more.  The TDC programme is widely appreciated and lauded for its impact among teachers in Delhi.

As part of the programme, a team at the state level designs the material for a period of 3-4 months by focusing on a particular theme (e.g. check for understanding) based on the needs of teachers at that time. The materials created at the state level meetings are transferred down to each level until it reaches the Academic Resource Team (ART) meetings at the school level. ART meetings are instrumental in introducing the pedagogical focus to the teachers in each school. ART meetings are a chance for teachers to share their plans, challenges, successes and failures, and learn from each other. As per programme design, these meetings were attended only by the secondary teachers. But there are certain schools in Delhi which run both primary and secondary classes.

There is a Primary Incharge (PI) in each of those schools where there are primary and secondary classes. Recently, in some schools, the TDC started inviting the PI to the ART meetings. The PIs and other primary teachers who have observed the changes among secondary teachers and classrooms happily volunteered to be part of the ART meetings. The PI attends the ART meeting alone or brings one or two primary teachers with them in the ART meeting as per the size of the school and engages in the meeting to understand the content of the ART meeting and discuss the challenges and possible solutions. Post attending ART Meeting, the PI through the TDCs support conduct Co-ART meetings with other primary class teachers. This step fosters collaboration and peer learning within the primary classes, encouraging a supportive and growth-oriented culture among teachers. These Co-ART meetings serve as platforms to address subject-specific challenges and explore innovative teaching approaches.

Mr. Sumit, the PI of Government Boys School No.1, Jama Masjid started attending the ART meetings after being curious about the entire TDC programme. He was warmly welcomed for his intrinsic motivation by the secondary teachers. In a few months, he was able to introduce major pedagogical changes in his classrooms. He ensures students feel safe, engaged, and feel good about being in the school. He also collaborates with the other teachers of the primary classes in his school to create a better learning environment.

Mr. Sumit in his classroom

Inspired by the changes introduced by Mr. Sumit, Ms. Kajal adopted some of the practices into her nursery classroom to ensure that the tiny tots feel safe, happy, and engaged throughout the day. Ms. Shalini, another Kindergarten teacher of Sarvodaya Bal Vidyalaya, Pataudi house has a similar story to tell. Peer collaboration in her school among the ART and PIs has introduced her to novel teaching practices which she implements in her classroom. 

Ms. Kajal engaging with her students
Ms. Shalini in her kindergarden classroom

These stories underscore the significance of peer learning and collaboration in enriching the learning experience. Before attending the ART meetings, the PIs and other teachers of the primary sections had no scope of collaboration with other teachers at the school level. They worked in isolation and followed the traditional teaching practices which often seemed inefficient for younger minds.

This initiative of involving PIs was not by any government order or programme design. It was a voluntary effort by the TDCs and PIs. It underlines the success of the TDC programme and also the organic expansion of its effects. It also exhibits the intrinsic motivation we want to see in our teachers. 

The TDC program’s effectiveness lies in the collective efforts of educators coming together to enhance teaching practices and foster peer learning. By involving PIs and primary class teachers in ART and Co-ART meetings, the program unlocks the potential for greater intrinsic motivation among teachers.

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Mission Buniyaad: Network Meetings for Student Learning

Mission Buniyaad not only provided teachers with support and assistance in developing their skills, but also gave them an opportunity to engage in a collective discussion about student learning with their peers and mentors, demonstrating how teacher collaboration can directly contribute to student achievement.
Surbhi Nagpal

About Mission Buniyaad

The Directorate of Education (DoE), Delhi, first launched the Mission Buniyaad programme in 2018, with the goal to enhance students’ foundational literacy and numeracy skills  (FLN)  and support them in achieving grade-appropriate skills and competencies.  The programme begins in April and continues throughout the summer vacation. To support the implementation of these activities, specially developed FLN-related teaching-learning material is shared with teachers and students. Parents are also aligned and involved in the process through regular programme orientations and meetings with teachers.

To support and augment the implementation of Mission Buniyaad, we designed and organised a  90-minute network meeting that was held in each school in May. The meetings provided a community of practice for teachers to engage and deliberate on Mission Buniyaad activities and develop an action plan to support students under this programme.

This particular meeting on Mission Buniyaad is in alignment with the state government’s priorities as well as the larger national mission of strengthening  foundational literacy and numeracy (NEP, 2020).

Mission Buniyaad Network Meeting:  Reflection, Planning, and Implementation

Various researchers and educators have repeatedly emphasised the importance of communities of practice, or a reflective space for discussion and collaboration. Wenger (1998) identified three characteristics of any community of practice: collaborative effort, mutual engagement, and shared repertoire.  Teachers came together through network meetings to mutually engage and discuss their plans to support  foundation literacy and numeracy in their respective schools. The network meeting on Mission Buniyaad created a reflective space and motivated teachers to come together for a joint venture and collaborate not only to improve their teaching-learning practices but also to think critically about what affects students’ foundational skills. During these meetings, teachers discussed practical challengesrelated to the achievement of foundational literacy and numeracy such as diverse learning styles, the need for ongoing support, and improving student engagement.  They also used this space to brainstorm potential solutions for some of these challenges, such as encouraging peer learning, developing multi-level and engaging material, parental involvement, support and encouragement, and continuous assessment. These meetings also provided an opportunity for participants to share and adapt from each other’s practices. Dufour (2004) stated that the primary goal of any professional learning community is student learning and during these meetings, the collaboration was centred around improving student foundational learning and achievements

Role of Mentor Teachers

The Delhi Government launched the Mentor Teacher Programme in 2016 and created a cadre of Mentors who provide school based support to teachers to strengthen their academic and pedagogical skills. Each mentor teacher supports 5-6 schools.Mentor Teachers have been working closely with teachers in their mentee schools to strengthen students’ foundational skills. According to the Mentor Teachers, they assisted teachers in implementing Mission Buniyaad activities and strategies in their classrooms and role-modelled how these strategies should be implemented. They also encouraged the exchange of best practices among their mentee schools. Through coaching conversations and onsite support, they helped teachers to create effective and engaging Mission Buniyaad classrooms which can ultimately lead to increased learning outcomes.

Asha Massey, Mentor Teacher, explained, “The network meeting gave an opportunity to the teachers to recall and reflect upon the best practices used by them during the previous year’s Mission Buniyaad programme. They also discussed challenges and probable solutions while making action plans for the effective implementation of Mission Buniyaad this year.”

Rohit Upadhyaya, Mentor Teacher, explained, “It was actually the need of the hour at that time. All were in Mission Mode, and the network meetings were a very beneficial and welcoming step for the teachers in fulfilling the core objectives of Mission Buniyaad.”

The teachers within each school reflected on the challenges, strategies, support, and efforts required to ensure that all students are at par with the foundational literacy and numeracy standards and are not left behind.

Way Forward

These network meetings based on Mission Buniyaad not only provided teachers with support and assistance in developing their skills, but also gave them  an opportunity to engage in a collective discussion about student learning with their peers and mentors, demonstrating how teacher collaboration can directly contribute to student achievement. Given FLN challenges and the emphasis on strengthening FLN post COVID times, CIM is now keen to organise such network meetings in primary schools that may help address foundational skills among students and provide teachers with an opportunity to focus on student learning and growth right from the primary level. Going forward, through such meetings, we can continue focusing on student learning at every grade level. Teachers can collaboratively identify areas of support, progress and mutually devise strategies to augment student learning through meaningful dialogue and deliberation.

Acknowledgements: Special thanks and gratitude to Ramesh Morwal (Mentor Teacher), Deepak Mittal (Mentor teacher),  Asha Massey (Mentor Teacher), Rohit Upadhyaya (Mentor Teacher),Ms. Triveni Koli (TDC), and Ms.Tanuja Pandey (TDC). A detailed interaction with them helped generate useful insights on the topic. This article would not have been possible without their support.

Refrences

DuFour, R. (2004). What is a professional learning community? Educational Leadership, 61(8), 6-11

The Indian Express . (2023, May 19). The Indian Express . https://indianexpress.com/article/cities/delhi/mission-buniyaad-mcd-schools-delhi-minister-atishi-8617817/

The Indian Express (2023, May 19). Mission Buniyaad: MCD schools focusing on conducive learning environment for every child, says Delhi minister Atishi. The Indian Express. https://indianexpress.com/article/cities/delhi/mission-buniyaad-mcd-schools-delhi-minister-atishi-8617817/

The Indian Express (2023, April 24). Mission Buniyaad: Friday’s Mega PTM in Delhi to convince parents to send children to summer school The Indian Express. https://indianexpress.com/article/cities/delhi/delhi-mission-buniyaad-mega-ptm-summer-school-8572758/

Wenger, E. (1998). Communities of practice: Learning as a social system. Systems thinker, 9(5), 2-3.

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Empowering Minds, Nurturing Hearts; The Transformational Journey Of Ms. Momeena

Ms. Momeena's transformation as an empathetic educator showcases the power of connecting with students on a personal level and nurturing their self-esteem. Through her dedication she created a collaborative and supportive environment among the teaching staff, leading to continuous growth and improvement.

Ms. Momeena, TGT Hindi teacher in Dist. South East, Delhi embarked on a transformative journey when she joined the Teacher Development Coordinator (TDC) program. Her experience in the program opened her eyes to the significance of connecting with children and fostering a positive learning environment. Momeena learned that teaching goes beyond delivering content and completing the syllabus; it is about shaping responsible individuals and instilling a belief in their unique potential. The TDC program equipped her with valuable strategies that not only enhanced her teaching skills but also transformed her mindset and approach towards education.

Shift in Perspective

Previously, Momeena was primarily focused on imparting knowledge to her students, aiming to cover the curriculum within specific deadlines Her previous approach was focused mainly on reading, writing, and memorization “Earlier, my teaching approach involved writing assignments such as grammar exercises, essays, letters, and prayers on the blackboard for students to recite. However, this method had its challenges, such as a lack of engagement and limited interaction. Students’ learning experiences felt one-dimensional, and assessing their understanding was difficult. This prompted me to explore new strategies and approaches to enhance their learning journey.

The TDC program prompted a shift in her thinking. She realized that teaching entails not only nurturing academic growth but also nurturing the imagination and creativity of her students. Momeena recognized the importance of engaging students and boosting their self-esteem to bring about positive changes in their behavior and thinking.

Impactful Strategies

Momeena implemented strategies centered around student engagement and self-esteem and observed remarkable positive effects. Collaboration among the children increased, leading to a better understanding of the content. As Momeena encouraged individual performances, she witnessed a significant boost in students’ self-confidence, empowering them to express their thoughts clearly and independently. Students grasped that group discussions were not merely idle chatter but an opportunity to express their ideas, create a positive environment, and develop their understanding of the teaching material.

Encouraging Expression and Overcoming Hesitation

Now, Momeena’s students actively seek meaning and purpose in their learning. They have overcome their hesitations, indifference towards studying, and fear of failure. Understanding the value of time, Momeena provided her students the freedom to express their thoughts, share examples, and relate personal experiences to the subject matter. By doing so, students realized that their knowledge is valuable and that they need to express themselves according to the demands of the situation.

“I always strive to connect students with nature because nature provides an excellent example of selfless service. I make an effort to connect with children on a personal level, whether it requires having a conversation with them during the zero period about how their day went, what went well and what didn't, their food preferences, birthdays, dreams, and discussing everything with them compassionately".

 

A Remarkable Transformation

Momeena shared a heartwarming example of a girl student who used to remain silent and hesitant in the classroom, visibly affected by fear. Determined to understand her behaviour, Momeena observed her closely and employed techniques to create a joyful and safe environment for her. She motivated the student and emphasized her uniqueness, assuring her that her thoughts and contributions would be valued and appreciated.

Small Steps, Big Impact

Momeena created small, enjoyable activities and gave special attention to students exhibiting similar behaviour. When the hesitant student answered questions, Momeena applauded her and affectionately placed her hand on the student’s head. This gesture made the child feel safe, recognizing that the teacher was pleased with her efforts. As a result, a connection was established between her and the student. With sparkling eyes filled with happiness, the student no longer felt fearful but embraced her ability to understand and express herself. She actively participated in class discussions, expressing her thoughts confidently and independently.

Fostering Connections Among Teachers

The TDC program not only impacted Momeena’s interactions with her students but also transformed the teacher-teacher relationships. Open communication and collaboration became the norm among the teaching staff. They actively discussed children’s engagement and addressed any issues they faced during Network meetings. This shared focus on connecting with the children led to positive changes in the learning environment. She describes the joy she experiences after LIC meetings, where teachers eagerly anticipate new insights to enhance their teaching and learning experiences.

Ms. Momeena’s journey within the TDC program and the implementation of its strategies enabled her to develop a child-centered approach to teaching. She realized the importance of understanding each student’s unique needs, motivations, and fears in order to create an effective and inclusive learning environment. Ms. Momeena transformation as an empathetic educator showcases the power of connecting with students on a personal level and nurturing their self-esteem. Through her dedication she created a collaborative and supportive environment among the teaching staff, leading to continuous growth and improvement. Ultimately, her journey highlights the importance of recognizing and nurturing the unique potential of every child and the power of dedicated and caring educators in shaping the future of the country.

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Changing behaviours through role modelling – A Delhi school story

Practice and feedback are two driving principles of the teacher network meetings. These have led to creation of communities of practice where teachers work in pairs, practice strategies and get feedback on action plans created during these meetings.

Practice and feedback are two driving principles of the teacher network meetings. These have led to creation of communities of practice where teachers work in pairs, practice strategies and get feedback on action plans created during these meetings.

Role modelling at every level percolates to the students ensuring they become engaged and curious learners. Intrinsically motivated teachers and officials create safe and joyful learning environments for students. Students from GGSSS Janta Flats Nand Nagri school shared, “We love being in school. Ma’am gives us a ‘Do Now’ question daily and we enjoy this activity a lot.”

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I connect with my teacher and enjoy school

Now, we do not just listen and memorise, we explore and share with each other. Hence it becomes easy for us to remember.

Janvi, a student of Class X of Sarvodaya Kanya Vidyalaya, Ashok Vihar, Phase I, District North West B (Pitampura) shared with us her experiences of the classroom teaching and learning activities since past few years and how it has impacted her and her classmates’ learning. She mentioned the activities carried out by TDC Priyanka Suri and other teachers who are part of the TDC program. Janvi was particular about the creation of a fearfree, student centric, experiential learning environment which encouraged them to take more ownership of their education.

Q. How have your teachers involved the students in teaching learning activities since past few years and how it has benefited you  and other students?

The teaching learning activities that our Teachers conduct in classes, gives us the scope to contribute fearlessly. All students feel engaged in the activities and we all give our best in it. We get the opportunity to clear our doubts and also get answers to our curious questions. Before we used to listen and memorise but now when Teachers engage us in the activities, we feel more confident to ask questions without any fear or insecurity and know that our doubts will be cleared. 

Now, the students do not feel the need to rely on outside tuition for their studies.

Q. What were the kind of group or individual activities done by the teachers which encouraged the students who were not normally engaged in class discussions to take part and contribute in the classroom?

So, basically the culture of these activities started from the name tag activity (CONNECT) whereby all students wore a tag with their names and classes written on it. We felt very good when the teachers who did not know us started addressing us by our names. This made us feel happy and very connected to them. 

In the group activities, all the students got the chance to interact with each other, for example, the teacher used the Frayer’s model in our science class. In this activity, specific topics were given to some of the students and further we had to explain it to each other in a group. At the end, we wrote down what we learnt in the paper which was displayed on the wall. This gave us the scope to interact with all the students and add more points to the topic. This helped us in exploring our knowledge. 

Now, we do not just listen and memorise, we explore and share with each other. Hence it becomes easy for us to remember. Another activity we did was the exit ticket and the students who did not pay attention before, felt motivated to ask questions to the teachers and interact in the classroom. Our teacher encouraged us to share anonymous questions in a piece of paper at the end of the class. This helped the students to share their thoughts. 

These kinds of activities normalise the environment for all the students to ask more questions and clear their doubts not only with the help of their Teachers but also with the support of their friends, classmates and peer group, fearlessly. 

Q. Do you think that the strategies used by your teachers have helped you to achieve the learning outcomes/ better results?

Yes, the teaching activities carried out by our teachers in the classroom have helped us to achieve better results. As mentioned earlier, prior to this our doubts remained as doubts in the classroom, out of insecurity or low confidence we did not engage much in the discussions and mostly relied on outside help. 

When these activities happened we engaged more in our classes and group work. This gave us the scope to explore and retain our understanding. The teacher explains the topic well and it stays in our mind. It becomes easy for us to remember and write. This has helped us in achieving better outcomes. 

Now, we do not just listen and memorise, we explore and share with each other. Hence it becomes easy for us to remember.

These kinds of activities normalise the environment for all the students to ask more questions and clear their doubts not only with the help of their Teachers but also with the support of their friends, classmates and peer group, fearlessly.

 

Q. Did you get enough chances to do peer observation and learning in the classroom when your teachers used different teaching learning strategies?

We get enough chances in the activities to do peer learning and observation and the more we share the more we enhance our knowledge. The activities support us to increase our knowledge and understanding on a given topic. 

Through these activities we overcame the hesitation to ask weird questions and every student feels very curious in the classroom.

Q. Has this impacted the attendance of the classroom for the last few years?

It has impacted the attendance in the classroom. Earlier, most of  the students in the class did not take the school studies seriously. They would normally get hold of the syllabus and go for tuitions. 

Now, all their doubts and questions get cleared in the classroom during the group activities. When the students come to know about any activities that will take place in the class, they prefer not to remain absent. Students have fun in these activities and enjoy the learning process. This helps us to sail through the exams well. 

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