Teaching with impact: the power of resources
Nidhi Solanki
It was a bright, crisp morning at 10 am when I pedaled my bicycle toward the senior building of the school. A routine day turned into something extraordinary as I noticed my fellow teachers congregating in the garden – the designated assembly point for that day. When I reached the classroom, I asked my 11th grade students a question: “How does a bicycle function?” This simple inquiry opened the floodgates of curiosity. Over the following weeks, our classroom transformed into a hub of discussions about motion in physics. Students dissected concepts like rolling and sliding friction and explored the forces that set a bicycle in motion. This single question set the stage for an immersive learning experience, where an entire topic unravelled with nothing more than a bicycle and a group of eager learners.
At the heart of teaching lies a fundamental question: what role does a teacher play in learning? Learning, after all, is an innate process that occurs naturally, with or without a teacher’s presence. The teacher’s role, then, is to nurture this process, cultivating an environment where learning can flourish. Within this framework, two schools of thought emerge. One advocates for children choosing their learning topics, thriving in spaces like Summerhill, Aarohi Learning Centre, and BeMe in Bengaluru. The other follows a structured curriculum crafted after extensive research into a child’s developmental needs. Both approaches have their merits, but this article does not aim to debate their efficacy. Instead, it focuses on the teacher’s role in orchestrating meaningful learning experiences. Whether students present topics to their teacher-facilitator or educators independently select subjects, success hinges on the teacher’s preparation and execution.
Shifting paradigms in teaching
In olden times, teaching was predominantly lecture-based, often characterized by a single teacher and a textbook-driven approach. While this method has its merits, contemporary education demands more dynamic, engaging strategies. Relying solely on lectures is no longer sufficient to meet the diverse needs of today’s learners. Across my decade-long teaching journey, I have experimented extensively to discover what resonates with young minds and what doesn’t. Contrary to the notion that educators stick to one teaching method in their entire career, many of us invest countless hours, meticulously preparing for each chapter. This preparation involves choosing the right resources to facilitate learning – a process that is both critical and creative.
Why diverse resources matter
The need for diverse resources stems from more than just the desire to make learning interesting. Different resources cater to varied learning styles, allowing each student to engage with the material in a way that suits them best. Additionally, diverse resources enable deeper exploration of topics, encouraging students to think critically and holistically. The nature of the subject often dictates the type of resources required. For example, physics encompasses both abstract concepts and practical applications, necessitating a blend of empirical methods, hands-on activities, and reflective writing.
Using diverse resources also brings a sense of newness and excitement for both students and teachers. Currently, I am on a break, but when I was teaching, I found the process of preparing and incorporating various resources invigorating. Some chapters allowed me more preparation time than others, and I relished the opportunity to explore websites, books, and subject specialists to design engaging lessons. This preparation often left multiple paths open, allowing learning to take its own organic shape.
Collaboration and reflection in teaching
Preparation, however, is not without its challenges. At times, I encountered difficulties during the planning or execution of lessons. In such moments, I sought help from colleagues, subject experts, and even friends outside my field. Their feedback often provided fresh perspectives, helping me simplify complex concepts and make them relatable.
Keeping explanations simple and jargon-free became a cornerstone of my teaching philosophy. Many students entered my classroom with preconceived notions about physics being a difficult subject. By connecting concepts to real-life and making lessons approachable, I aimed to change these perceptions.
Inside the classroom: electricity as a case study
A topic I taught across multiple grades was electricity. My approach varied depending on the grade level. For grade 8, the focus was on hands-on activities, with nearly 20 classes dedicated to experiments using simple materials like bulbs, wires, and batteries. In grade 10, the sessions used to strike a balance between hands-on activities and conceptual discussions, while grade 12 emphasized problem-solving and advanced equipment like capacitors and LEDs.
Before each session, I ensured the availability of materials needed for the experiments. Allowing students to perform the activities themselves was crucial, as it encouraged discovery and collaborative learning. For instance, during a lesson on circuits, students built their own circuits, asked questions, and engaged in discussions. These discussions often led to deeper understanding, as students challenged each other’s ideas and clarified concepts collaboratively.
Simulations also played a significant role in teaching electricity. Platforms like PhET allowed students to explore circuits and observe results instantly, complementing the hands-on experiments. The physics lab became an extension of the classroom, offering access to equipment for demonstrations and experiments like Ohm’s Law, PN junction diodes, and optics setups.
Resourcefulness in government schools
I have worked in government schools as well, and this often required creative solutions due to the limited availability of resources. For example, when a bob was unavailable for an experiment, I used round stones as substitutes. While this led to slight deviations in values, it did not hinder the understanding of core concepts. Similarly, while teaching density to grade 8, I have used kitchen items like vegetables and fruits to explore buoyancy. Students brought various objects, tested them, and formed hypotheses based on their observations. This openness to exploration fostered a sense of curiosity and creativity.
Learning beyond the classroom
Some of my most impactful lessons took place outside the classroom. For example, while teaching the laws of motion to grade 9, we calculated average speed using a marked ground and a timer. This hands-on activity ensured that students would never forget the concept of average speed. Similarly, while teaching waves, we visited a swimming pool and a nearby pond to observe wave production formed by throwing a stone and the interaction of the disturbance created by two stones. The visual impact of seeing waves meet and interact left an indelible impression on the students.
Projectile motion lessons also incorporated real-life data with students comparing theoretical and actual ranges and angles. Working in small groups, they discussed how factors like air resistance and technique influenced the results. These outdoor activities not only made learning memorable but also demonstrated the relevance of physics in everyday life.
Leveraging external resources
In addition to hands-on activities, I utilized videos of experiments and lectures by renowned educators like Walter Lewin. Inviting subject experts to the classroom added another layer of depth to the learning experience. For instance, I had a biology teacher explain a concept (cell structure and function) to grade 8 students, while an engineering department head discussed material properties with senior students. A physics researcher’s guest lecture further enriched the learning process.
Peer teaching also became a valuable tool in my classes. Students often explained topics to one another, using creative methods that fostered confidence and collaboration. With younger students (ages 5-11), we built simple models like balloon rockets and parachutes, using resources from the Arvind Gupta Toys website. These activities combined play and learning, making complex concepts accessible to young minds.
Writing and reflection
Encouraging students to write and reflect on their learning used to be another critical aspect of my teaching. Instead of copying notes from the board, students were encouraged to process their understanding and express it in their own words. This approach often involved creativity, with students incorporating diagrams, sticky notes, and varied formats into their work.
The role of technology
Online resources like simulations, video lectures, and educational websites became integral to my teaching. Depending on the group size, I used projectors or laptops to show videos, articles, or presentations. Rarely relying on traditional lectures, I embraced multimedia tools to create engaging and interactive sessions.
Beyond physics: debates and games
Activities like debates and games also found a place in my classes. For instance, we debated topics like nuclear energy, not to reach a single solution but to explore diverse perspectives and challenges. These activities encouraged critical thinking and collaborative problem-solving. Treasure hunt was another creative way to include these skills. It’s a game where you move to the next level if you unravel the question or hint shared in the first level, as you look for a certain ‘treasure’. The learners themselves organized the game, where a couple of them prepared the questions and hints. It was so much fun. After these games, we would discuss the experience and learning.
Books and assignments
Books are like companions who help and guide you. I referred to globally recognized books like Resnick Halliday, Paul G. Hewitt, and Feynman Lectures to enrich my lessons. Assignments were research-based, often requiring students to explore both fiction and non-fiction resources. Whether working individually or in groups, students delved into topics using diverse resources, fostering a culture of inquiry and exploration.
Addressing diverse learning needs
Some of my classes had students with diverse learning needs. While I addressed some of these needs myself, I collaborated with special educators and psychologists to design customized plans and activities for others. This collaboration was vital in ensuring inclusive learning, creating a classroom environment where every student could thrive. Together, we explored various strategies to cater to these needs, such as providing tailored worksheets or organizing separate classes when necessary.
Final reflections
Teaching is a dynamic, ever-evolving journey. It is not just about imparting knowledge, but about inspiring curiosity, fostering creativity, and building connections. By using diverse resources and approaches, I aimed to make physics not just a subject but a lens through which students could view and understand the world. As educators, our ultimate goal is to empower students to become lifelong learners, equipped with the tools to explore and question the world around them.
However, the most important aspect at the heart of all this is the relationship with learners – understanding their needs and getting to know them as individuals. Often, teachers give their best, yet they may see little to no learning happening. This could be because the learner is facing difficulties at home, with friends, or with the subject itself, or perhaps they are dealing with personal challenges. The foundation of effective learning lies in building a strong, trusting relationship. Without it no meaningful learning can take place.
My own trajectory in school changed because of a teacher. I used to be terrified of math, but this teacher made me feel so comfortable that the subject began to make sense to me. It was his motivation, support, and unwavering belief in me – never putting me down, instead seeing me as capable and important – that changed everything. That’s the power of a teacher, and it shows how crucial this role can be.
Years later, you come to realize how profoundly you’ve impacted someone’s life for the better. Without a strong teacher-student relationship, no amount of resources or infrastructure can truly make learning happen.
Nidhi Solanki has taught physics at alternative schools like Anand Niketan Democratic School, Rajghat Besant School KFI in Benaras, and Prakriti School in Noida, using creative inquiry-based learning methods. She has also collaborated with NGOs such as Ekalvya and the Azim Premji Foundation. For the past year, she has been delving into various realms of education, examining what truly shapes a learner’s experience. She can be reached at solankinidhi34@gmail.com.
