11/05/2026
๐ช๐ต๐ฎ๐ ๐ต๐ฎ๐ฝ๐ฝ๐ฒ๐ป๐ ๐๐ต๐ฒ๐ป ๐๐ฒ๐ฎ๐ฐ๐ต๐ฒ๐ฟ๐ ๐ฏ๐ฒ๐ฐ๐ผ๐บ๐ฒ ๐น๐ฒ๐ฎ๐ฟ๐ป๐ฒ๐ฟ๐ ๐ฎ๐ด๐ฎ๐ถ๐ป?
๐๐ต๐ถ๐ฅ๐ฆ๐ฏ๐ต๐ด ๐ข๐ณ๐ฆ ๐ญ๐ฆ๐ข๐ณ๐ฏ๐ฆ๐ณ๐ด.
๐๐ฆ๐ข๐ค๐ฉ๐ฆ๐ณ๐ด ๐ข๐ณ๐ฆ ๐ญ๐ช๐ง๐ฆ๐ญ๐ฐ๐ฏ๐จ ๐ญ๐ฆ๐ข๐ณ๐ฏ๐ฆ๐ณ๐ด ๐ต๐ฐ๐ฐ.
In government schools across Dahanu, Trimbakeshwar, Ambernath and Bhadravati in Maharashtra, students were seen learning fractions through board games, using chart papers to solve math problems, and explaining concepts in their own words.
How did that change happen?
It began with the teachers. Through a teacher training programme led by an education NGO, government school teachers were introduced to more creative and structured ways of teaching mathematics and language. The focus was not only on completing the syllabus, but on helping students understand what they were learning.
For one teacher, this meant moving beyond simply giving the answer. She began using number bonds, square grids, number lines, visual models, games, and classroom activities to help students see how numbers work. In language classrooms too, the shift was visible. Students were encouraged to predict, summarise, tell stories, and express ideas in their own words.
Now, as the programme moves towards closure, the learning is beginning to travel on its own. Teachers have come forward to continue the process through voluntary learning circles, where they can share classroom experiences, support other teachers, and keep building more engaging ways of teaching.
This is where change begins to brew.
Through people who keep learning.
Through practices that continue beyond a programme.
And through classrooms where teaching becomes a shared act of understanding.
[๐๐ข๐ด๐ฆ๐ฅ ๐ฐ๐ฏ ๐ต๐ฉ๐ฆ ๐ต๐ฆ๐ข๐ค๐ฉ๐ฆ๐ณ'๐ด ๐ณ๐ฆ๐ง๐ญ๐ฆ๐ค๐ต๐ช๐ฐ๐ฏ๐ด ๐ง๐ณ๐ฐ๐ฎ ๐๐ข๐ฉ๐ข๐ฏ๐ถ/๐๐ฎ๐ฃ๐ฆ๐ณ๐ฏ๐ข๐ต๐ฉ, ๐๐ณ๐ช๐ฎ๐ฃ๐ข๐ฌ๐ฆ๐ด๐ฉ๐ธ๐ข๐ณ, ๐ข๐ฏ๐ฅ ๐๐ฉ๐ข๐ฅ๐ณ๐ข๐ท๐ข๐ต๐ช]
