Bhuvaneswari B and Sapna Bhat
What if a struggling student could tell you exactly what they need? Bhuvaneswari B and Sapna Bhat pen a letter addressed to teachers from a student with ASD and ADHD, sharing his hopes, challenges, and dreams.
Nidhi Solanki
What makes a lesson great? Nidhi Solanki writes about how subjects can be brought to life and taught creatively through hands-on activities.
Fathima Binsiya M
Teachers and students, especially at the primary level, form a beautiful bond that gives rise to many sweet moments. A teacher shares one such sweet incident.
Neeraja Raghavan
What made a teacher with decades of experience rethink her approach to teaching? Neeraja Raghavan shares an inspiring story.
Disha Jain
Grade 7 students at Disha Jain’s school explored justice and equity through mime. She writes about how combining an art form like theatre with academics makes learning creative and more powerful.
Sandeep Rai
In this piece we ask The Circle to share their experience of co-designing new kinds of schools in their fellowship program. What are we changing and with what intent, how are their fellows articulating impact and how are these ideas translating into actionable programs.
Timira
Raised in a patriarchal family, Timira observed power structures from a young age. She writes about how these dynamics manifest in classrooms, where teachers and students are caught in a web of power and control. She draws on insights from Paulo Freire and Augusto Boal to rethink the role of power in education and shows how embracing the “great thing” can liberate both teachers and students.
Anne Isaac
Frames are more than just borders around pictures – they can transform the way students learn! Anne Isaac writes that frames can be useful for organizing ideas, helping students connect new information with what they already know.
Shishu Ranjan
Shishu Ranjan writes about how democratic values were brought to life in a primary school in Uttarakhand. Inspired by the National Curriculum Framework 2005, the teachers worked with the school authorities and student body to organize a student parliament election. In the weeks that followed, students as well as teachers had a uniquely immersive experience. This innovative project not only educated students but also transformed teachers’ perspectives and practices.
Aparna Vinod
Aparna Vinod writes about how the traditional approach of teaching instills a fear of learning in students and isolates them from their teachers. Transformative learning, in contrast, positions the teacher not as an expert, but as a facilitator. The process of teaching and learning therefore becomes akin to an exchange between different parties. How does this new-age approach play out in the classroom? Aparna illustrates this with three case studies.
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