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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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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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Why is strengthening the teacher-parent relationship important? - Experiences from the Regional Hub project

Positive teacher-parent communication boosts student confidence and support, enhancing educational experiences and achievements.
Gowthama Rajavelu

A strong bond between teachers and parents fosters better communication, leading to increased support for the child’s academic and personal development. Recent research by Kraft and Dougherty (2013) highlights that frequent communication between parents and teachers boosts student engagement, particularly when teachers share positive news about their child’s performance.

During a recent project at a private school, Centre for Intrinsic Motivation aimed to strengthen parent-teacher relationships through positive phone calls as a strategy. Teachers would call parents to share one or two positive things about their child, helping parents appreciate their child’s efforts and value the teacher’s role. This approach proved highly effective.

Here’s a heartwarming story from one of the teachers during our last training session:
One of the teachers used WhatsApp to call a parent to share an interesting moment of a student who was participating in a seminar. The student, usually shy and never having participated in a seminar before, impressed the teacher, who decided to share this with her parents. The parent, attending a Magaleer Mandram (Women Self-help group) meeting, happily watched as her daughter did her presentation well. She was so happy, and the members of the group appreciated her with a huge round of applause. This recognition significantly boosted the student’s confidence and created a proud moment for both the student and parent.

This story shows the power of positive phone calls in building strong parent-teacher relationships and celebrating student achievements. How can we further use such strategies to create more supportive educational environments?

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Exploring the Butterfly Effect in Education - Tamil Nadu CIMposium 2024

Centre for Intrinsic Motivation (CIM) recently hosted a thought-provoking state-level conference “CIMposium 2024” on the theme “The Butterfly Effect: How Small Behavioural Shifts Can Create Remarkable Transformations”. Held on February 22, 2024, this event aimed to shed light on the pivotal role of behavioural change in education and its potential to drive meaningful reform. Through insightful discussions and diverse perspectives, over 150 participants from various educational backgrounds came together to explore strategies for fostering cooperation and sharing innovative ideas within Tamil Nadu’s educational landscape.

Celebrating Diversity in Education

The event was a celebration of different people coming together. We had teachers, government workers, CSR officers, and researchers all sharing their thoughts. This mix of voices showed how important it is to listen to everyone when trying to improve education. 

Inspiring Insights from Esteemed Speakers

The event commenced with illuminating addresses from distinguished figures such as Professor L. Suganthi, Dean of Anna University and Mr. Sriram Venkatachalam, Retired Government Bureaucrat (Indian Railways), each offering unique insights into motivation and educational leadership. Professor Suganthi’s emphasis on intrinsic motivation set the tone for introspection, while Mr. Venkatachalam’s managerial perspective shed light on the parallels between large-scale organisations and the education system

A Mosaic of Perspectives: Panel Discussions

Throughout the day, panel discussions served as catalysts for thought-provoking conversations. The first panel discussion, moderated by Gowthama Rajavelu (CIM), featured diverse speakers sharing insights on behavioural change in education. From gender discrimination to fostering positive shifts in school settings, each panellist drew from personal experiences to enrich the conversation. The second panel, moderated by Karthigeyan Anandaraj (CIM), showcased field experts from various roles in Tamil Nadu’s education system. Their discussions spanned topics like managing teacher workloads, addressing student discipline issues, and the importance of understanding students’ lives outside of school.

Additionally, a unique panel highlighted perspectives from Corporate Social Responsibility (CSR) experts, shedding light on partnerships between corporations and educational institutions. Moderated by Dexter Sam (CIM), this panel explored CSR initiatives’ impact on education, showcasing proud achievements and discussing collaboration opportunities. These panel discussions provided valuable insights into the complexities and opportunities within the educational landscape, highlighting the importance of collaboration and diverse perspectives.

Solvevathon: Cultivating Collaborative Solutions

A highlight of the event was the Solvevathon, where participants engaged in collaborative problem-solving exercises. Participants were divided into 20 tables and given a case study to solve. Each table brainstormed eight solutions, voted for the top two, and shared them with other tables. The five most popular ideas from each table were then displayed, fostering collaborative problem-solving and idea generation. Through lively discussions and voting processes, innovative solutions emerged, reflecting the collective wisdom and creativity of the attendees.

Themes for Further Exploration: Nurturing Change Beyond the Event

As the day unfolded, several themes emerged, urging deeper exploration. From the vital role of leadership in shaping educational experiences to the transformative power of travel and exposure, each theme resonated with the quest for holistic educational reform. Additionally, the call for enhanced collaboration between the private sector and government highlighted avenues for sustainable progress.

Embracing the Power of Stories

Central to the discourse was the significance of storytelling in education. Prof. Padma Sarangapani, Chairperson, Centre of Excellence in Teacher Education, Tata Institute of Social Science, eloquently conveyed the timeless efficacy of narratives in fostering critical thinking and ethical reflection. Stories, with their ability to evoke empathy and convey complex ideas, emerged as invaluable tools for nurturing engaged learners.

Conclusion

As the event drew to a close, it left behind a trail of inspiration and optimism. CIM’s unwavering commitment to intrinsic motivation and collaborative dialogue shone through, leaving participants enriched with ideas, connections, and renewed hope for the future of education in Tamil Nadu.

In retrospect, “The Butterfly Effect” event not only served as a platform for knowledge exchange but also as a catalyst for collective action. The journey towards educational reform is a continuous one, fueled by the passion and dedication of individuals committed to igniting positive change. As we reflect on the insights gained and connections forged, let us carry forward the spirit of collaboration and empowerment, propelling us towards a brighter tomorrow for education in our state and beyond.

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Innovation in Unexpected Places

To keep the students engaged only with online teaching was a challenging task. Both the students and teachers were missing out on the social, cultural and educational aspects of school-going

During the COVID-19 induced lockdown, like many other teachers, Ms. Amalarani in the Krishnagiri district of Tamil Nadu struggled to find ways to keep her students engaged. It was difficult to even get in touch with them on a regular basis. WhatsApp turned out to be the most effective tool for her. But to keep the students engaged only with online teaching was a challenging task. Both the students and teachers were missing out on the social, cultural and educational aspects of going to school.

One of the major problems she faced at the time was the lack of resources for students to use. While in school, she had access to certain resources and equipment that could be used to help engage students and help them understand concepts. However, with every child at home, it was not possible.

The lockdown was also the time when Centre for Instrinsic Motivation introduced novel practices to cope during the challenging times. CIM dissemented videos regularly to teachers to keep them motivated and help them adapt to the unusual situation. After watching one such video shared by CIM, Ms. Amalarani was inspired to help her students in a new way.

By following CIM’s video, she was able to make an action plan to get the students to use materials that were available to them at home. In her teaching, she would think of the equipment she would need to teach a particular topic and then think of alternatives that could be easily found in homes – often spoons, plates and bowls found in every kitchen. She called this “learning from home resources”.

She would use utensils and common items in her house to create models. For example, using a couple of bowls and a few spoons, one can create a model of an insect. She would label the various parts of the insect, take photographs and create a video of the lesson and send it out to her students on WhatsApp. The students, in turn, would create their own models and send her videos and photographs to check.

This practice in turn created a sense of ownership in students. There was novelty and creativity in their learning. As opposed to listening to classroom lectures, creating the materials required for learning with the help of everyday items helped them in comprehending their lessons faster. She also sought feedback from her Headmistress to improve on her action plan. She then sent it to other teachers working with her. 

It is not about what we have or do not have; it is about what we do with what we have that can make all the difference!

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How Fear Free Classrooms Propel Improved Student Learning Outcomes

Learning loss is a common problem in classrooms globally. While several tools can be adopted to boost foundational literacy and numeracy skills, the fundamental premise of learning loss is more psychological. So it’s imperative for learning to develop fear-free environments where children feel safe so that losses can be minimised and learning is retained.
Problem:  

Learning loss is a common problem in classrooms globally. While several tools can be adopted to boost foundational literacy and numeracy skills, the fundamental premise of learning loss is more psychological. So it’s imperative for learning to develop fear-free environments where children feel safe so that losses can be minimised and learning is retained.

The problem of learning loss has been especially exacerbated by the disruption caused by Covid-19. While many interventions and systems have been put in place to help children overcome this challenge, this case study throws light on how one two-teacher school in Tamil Nadu practised safety, engagement, curiosity and critical thinking to boost positive learning environment.

About the school:

Panchayat Union Primary School Kannigapuram, a two-teacher school in Marakkanam block, Villupuram district, Tamil Nadu, India, truly believes in quality student engagement. With fear being a common impediment to learning in classrooms, the teachers here create a positive learning environment to improve students’ engagement and overall learning outcomes. Ms Lakshmi, the Headteacher of this school, strongly believes that a child can start exploring their learning abilities only once they feel safe and confident.

She shares with great joy and pride an example to prove her previous point. A former student who qualified in a district-level exam conducted for students from underserved communities was not confident. “He was fixated on never being able to learn English”, she recalled. However, Ms Lakshmi’s first instinct was not to scout for the best pedagogy but to instil in him the confidence that he could do it. The teachers first motivated and coached him into believing that the task ahead of him was achievable, leading him to eventually clearing the exams with flying colours.

This was not a one-off intervention, but a philosophy practised by the school in their everyday teaching. Ms Kalyani, the assistant teacher, believes that the school’s teaching should kindle every child’s curiosity to learn and make the journey enjoyable, for the learning to sustain.

“In most classrooms, only children who know the right answers raise their hands, but I aim to create a classroom where every child raises their hands.” – Ms. Kalyani
Strategies adopted:

As per cognitive science, easy-to-understand lessons should be designed to instil the joy of learning in students. Regardless of what the topic is, an inspiring teacher can help students overcome various learning challenges. The teachers of PUPS Kannigapuram credit some of CIM’s strategies in helping them practise their philosophy. She particularly found strategies like ‘Hook’ and ‘Stretch It’ as helpful tools.

  1. ‘The Hook’

    ‘Hook’ is a short introductory routine that piques the interest of students, fires their imagination and makes them curious. This results in more attentive students who eagerly engage in the classroom. For example, a short teaser to excite students about what they will learn in the classroom that day can keep them hooked for the entire lesson. The hook is also an efficient method to prevent students from getting distracted in the course of the lesson.  It can involve using riddles and puzzles to engage the children when they lose interest in the classroom, as opposed to rote learning techniques. It helps foster child engagement while boosting their cognitive memory. The teachers applied this strategy to lesson planning as well. For example, students in grade 4 were given a project from grade 5 to prepare them for their upcoming year, which developed their curiosity.

  1. ‘Stretch It’

    ‘Stretch It’ was introduced to encourage deep thinking in students and build knowledge into their long-term memory. Intelligently formulated questions boost children’s curiosity and critical thinking, contributing to improved assimilation of content. These questions were open-ended, out of the box and not textbook centred, making the process more interesting. She adds, “we start this exercise at grade 1 and apply it to every chapter. This helps them repeat questions at home, put on their thinking caps and use this tool to recall what has been taught.” Ms Kalyani shared a set of questions she had prepared as a follow-up to this strategy. She had meticulously prepared questions for each chapter to help children engage with the content better.

“Children might find lessons a mere play, but as a teacher, I am aware that they are learning.” – Ms. Kalyani

Reopening of schools:

As schools were shut for 18 months due to the pandemic, Ms Kalyani spoke about how they engaged with the students. They were consistent in providing them with assignments which could be performed with both interest and independence. The school grew from a strength of 20 to 53 when the schools reopened after the lockdown. Due to the positive engagement in her school between 2020-22, neighbours removed their children from private schools and enrolled them in PUPS Kannigapuram. 

In PUPS Kannigapuram, we have seen a significant shift in learning levels in the classrooms. Safe and engaging classroom environments, fundamental to CIM’s classroom engagement strategies, have played a key role in shaping student learning in this school. 

The fight against learning losses isn’t over yet. However, as students in this school are coming back for regular in-person classes, the challenge to make education fun-filled continues.

“The school’s focus is also to produce confident children, by steering students from the known to the unknown. She shares “If a child does not know to write ‘கு’ from the word ‘குடம்’, my first focus is to emphasise that they can write the other two letters ‘ட’ and ‘ம்”. Here my goal is to simply teach ‘கு’, so I encourage them to feel confident so that they can write one whole word.”  – Ms. Kalyani

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