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Enhancing teacher development through AI-powered chatbot

Gowthama Rajavelu

Education landscape is evolving constantly. Teachers are at the centre in this landscape acting as critical drivers. It’s important that teachers remain motivated in order to deliver teaching-learning effectively. However, teacher burnout is a significant issue in education systems worldwide. Research by Vimala Ramachandran highlights how many teachers struggle with diminishing enthusiasm and a sense of ineffectiveness in their professional lives. This burnout not only affects teachers but also impacts the quality of education students receive.

Traditional professional development often falls short in addressing this issue. As Linda Darling-Hammond and her colleagues argue in “Effective Teacher Professional Development,” one-time workshops are insufficient. Teachers need consistent, job-embedded support to truly transform their practice and maintain their motivation.

It’s clear that teachers are overloaded with administrative tasks, which adds to their demotivation. Unfortunately, the current system doesn’t provide an effective mechanism to alleviate this burden. Traditionally, follow-ups on teacher professional development have relied heavily on recurrent school visits by mid-tier officials. While this approach has proven beneficial—as highlighted by the Education Development Trust’s study on the role of mid-tier officials—there are inherent challenges, such as limited resources and time constraints. These officials are often stretched thin, making it difficult to provide consistent, individualised support to every teacher.

This is where a chatbot, like Equibot, becomes a valuable tool. Equibot allows for individualised follow-up with teachers without the constant need for physical visits. It helps teachers plan their lessons by providing timely reminders and prompts, nudges them to connect with their peers for collaborative problem-solving, and encourages regular reflection on classroom practices. By automating these crucial touchpoints, a chatbot offers personalised, ongoing support, which is crucial for teacher growth.

Importantly, Equibot does not aim to replace the essential role of mid-tier officials but rather enhances their efforts. It serves as an efficient digital assistant, ensuring that routine follow-ups and support are not missed due to human resource limitations. Officials can then focus on reflecting on the data received from the chatbot and take targeted actions ultimately resulting in high-impact decisions that ultimately improve classroom teaching and learning practices.  

Chatbots like Equibot have already been used effectively in education as personal tutors for students, helping them grasp concepts, practice skills, and receive instant feedback. However, we have designed Equibot to support and empower teachers, one of a kind initiative. It guides them through their professional development journey, offering personalised, real-time support that adapts to their individual needs. Whether through planning, reflection, or peer connections, Equibot acts as a reliable companion in their professional growth, helping teachers stay motivated and inspired. Find below the simple ways in which equibot supports teachers in three steps,

  1. Personalised Follow-up: After a teacher attends a professional development session, Equibot sends tailored reminders and tips to help implement new strategies. This approach respects teachers’ autonomy, allowing them to choose how and when to engage with these suggestions, thus maintaining control over their professional development journey.
  2. Continuous Learning: The AI offers regular prompts for reflection and suggests resources based on the teacher’s specific needs and interests. This ongoing feedback loop supports teachers in continually improving their skills, fostering a sense of mastery in their profession.
  3. Peer Connection: Equibot facilitates connections between teachers working on similar challenges, fostering a community of practice. This not only enhances learning but also reinforces the meaningful impact of teachers’ work by showcasing shared experiences and successes.

The last step of Equibot is to support officials, as mentioned above, to reflect based on data and take actions. This feature helps align classroom practices with broader educational goals, further emphasising the purpose and impact of teachers’ efforts.

The AI can be effectively adapted as a follow-up tool for any teacher professional development program conducted by state educational bodies such as Samagra Shiksha, SCERT, and others. By providing targeted, individualised follow-up, Equibot bridges the gap between large-scale training initiatives and personalised teacher support. Whether it’s a new curriculum rollout, pedagogical training, or subject-specific workshops, Equibot can be tailored to reinforce learning, prompt implementation, and gather valuable feedback.  This adaptability makes Equibot an invaluable asset in the broader landscape of teacher education. It allows state-level educational initiatives to extend their impact beyond the initial training period, ensuring that new knowledge and skills are effectively integrated into classroom practice.

Here is how it looks in practice. Consider a teacher who attends a state-run workshop on innovative teaching strategies. Typically, the excitement of new ideas might fade as daily pressures mount. With Equibot, the teacher receives a structured follow-up that keeps the learning alive and actionable. 

In Week 1, they revisit key concepts through bite-sized content. Weeks 2 and 3 see them planning concrete actions and connecting with peers for support and idea-sharing. By Week 4, they are reflecting on their experiences, deepening their understanding and sharing their practices with peers. Finally, in Week 5, their journey contributes to broader insights that can shape future training and support initiatives.

As we look to the future of education, tools like Equibot offer the potential to create a more responsive, effective, and motivating environment for teachers. This, in turn, promises to enhance the quality of education for students and contribute to overall improvements in our education systems.

The question to ponder: How can we best integrate these AI-powered tools to support our teachers, drive positive change in our schools, and create an environment where teachers feel empowered, skilled, and deeply connected to the impact of their work?

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Leading through Reflection: The Inspiring Journey of HeadTeacher Kalavalli

Gowthama Rajavelu

During a routine school gathering, Head teacher Kalavalli was speaking to students about the importance of respect. As she was talking, a few students began whispering, disrupting the session. Irritated, Ms. Kalavalli shouted at one of the boys. To her surprise, the boy confronted her, saying, “You are talking about respect, but now you’re humiliating me in front of everyone.” His words hit her hard. As the other teachers rushed to scold the boy for his attitude, Ms. Kalavalli paused. That moment of reflection led her to realise that she, too, had failed to live by the values she was preaching.

A few days later, in front of the entire school during assembly, Ms. Kalavalli spoke about forgiveness. She called the boy on stage, apologised, and asked for his forgiveness, demonstrating what it truly means to practise humility and respect. Inspired by her leadership, students followed her lead, apologising to their peers and teachers. Even the teachers participated, some asking forgiveness from students. This moment created a profound shift in the school’s atmosphere, where everyone—students and staff alike—understood that true respect begins with reflection and taking responsibility.

This incident is just one example of how Ms. Kalavalli  leads through empathy, reflection, and action. As headteacher in one of the rural villages of Tamil Nadu, she has dedicated herself to creating an environment where students and teachers thrive both emotionally and academically. Her leadership style is deeply rooted in fostering intrinsic motivation—something she had long practised. She was also part of the Managing through Motivation session, delivered as part of the HM leadership training where the Centre for Intrinsic Motivation (CIM) partnered with the school education department. In her school, this approach goes beyond academics.

One of Ms. Kalavalli’s priority is ensuring the emotional well-being of her students. Understanding that many children struggle with stress and anxiety, she introduced a unique initiative—a punching bag hung in the school corridor. Students are encouraged to punch or kick the bag whenever they feel overwhelmed, helping them release their emotions in a healthy way. This simple act of care has made a significant difference in how students manage their stress.

For adolescent girls, she created a safe space for open dialogue. She regularly holds private meetings with higher secondary girls, offering them a platform to discuss personal challenges and receive guidance. By acting as both a mentor and a friend, the Head teacher has empowered many young girls to navigate adolescence with confidence and support.

Ms. Kalavalli  also recognized that many students were spending excessive time on their mobile phones or grooming themselves during breaks. Instead of reprimanding them, she took a different approach. She installed mirrors in the school verandah, encouraging students to quickly freshen up and return to class on time. Students felt acknowledged and respected, and class punctuality improved.

To further engage students, she introduced Talent Magazines, where students contribute drawings, stories, and even recipes. These magazines are celebrated during school assemblies, with students honoured for their creativity. This initiative not only reduced screen time but also gave students a sense of pride in their work.

Ms. Kalavalli’s leadership style extends beyond her students—she is equally committed to empowering her teachers. One of the teachers shared how the head teacher encouraged him to organise a Tamil Koodal event aimed at celebrating Tamil literature. She gave him complete autonomy to plan and execute the event, allowing him to showcase his full potential without interference. The event became one of the most successful Tamil Koodal programs in the district, a testament to her belief in giving teachers the freedom to take ownership of their work.

Her leadership has transformed the school’s culture, where teachers now feel comfortable approaching her for guidance. The head teacher promotes an open-door policy, creating an atmosphere of collaboration and trust.

Ms. Kalavalli’s leadership emphasises peer collaboration among teachers. She encourages them to share ideas, offer feedback, and reflect on their teaching practices. By fostering this culture of continuous improvement, she ensures that the school remains a place where both students and teachers are constantly learning and growing.

Ms. Kalavalli ’s leadership has transformed the school into a place of respect, empathy, and learning. Whether she is helping a student manage stress, empowering a teacher to take charge of a major event, or reflecting on her own actions, her commitment to creating a positive and supportive environment is unwavering.

Through her work, she reminds us that leadership is not about authority—it’s about reflection and compassion. Under her guidance, both students and teachers are thriving, creating a legacy that will inspire future generations.

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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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Introducing Tamil Letters through the 'Inside-Outside Circle' Strategy

Gnana Pushpam A

 

Introducing Tamil letters to 1st standard students in an engaging manner is crucial for building a strong foundation. To achieve this, I used an ‘Inside-Outside Circle’ strategy, where students stood in two concentric circles to practice letters and words through interactive peer learning. This dynamic approach aimed to make letter recognition fun and promote active participation.

The classroom was arranged with two circles of students—one forming the inside circle facing outwards and the other forming the outside circle facing inwards. Each student in the inside circle was paired with a student in the outside circle, making them face-to-face partners.

  1. Each student in the outside circle was given a flashcard with a Tamil letter (e.g., “அ,” “க,” “ம“). The student in the inside circle had to say a word starting with that letter, such as “அம்மா” (mother) for “அ” or “மரம்” (tree) for “ம.”
  2. After the letter activity, the roles were reversed. This time, students in the inside circle said a word, and the students in the outside circle had to identify the starting letter. For example, if the word “நாய்” (dog) was said, the other student would respond with “ந” (Na).
  3.  After each round, the outside circle moved one step to the right, giving each student a new partner. This allowed them to interact with multiple peers, reinforcing their learning with different letters and words.
  4.  In the final round, students were encouraged to form short sentences using the words they practiced. For example, “அம்மா வீட்டில் உள்ளார்” (Mother is at home) or “நாய் ஓடுகிறது” (The dog is running).

The ‘Inside-Outside Circle’ strategy energized the classroom and created a vibrant learning environment. Students were enthusiastic and actively engaged, enjoying the peer-to-peer interaction. This method improved their confidence in recognizing letters and forming words, as they received instant feedback and encouragement from their peers. Using the Inside-Outside Circle strategy proved to be an effective way to teach Tamil letters and words. The interactive nature of the activity fostered a sense of collaboration and made learning enjoyable. I plan to use this strategy for other classes also, such as simple sentence formation, to continue building their language skills in a fun and interactive way.

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