Q1. What inspired you to become a teacher and how has your teaching journey evolved, especially in the context of strengthening foundational learning for young children?

I was inspired to become a teacher by the innocent curiosity of children, their eagerness to learn and a deep desire to contribute meaningfully to society. When I observed  children trying to make sense of the world around them, I realised that strong foundational education could transform their future. I firmly believe that if the base of education is strong, a child walks through life with confidence, creativity and self-reliance. With this conviction, I began my teaching journey, always placing foundational literacy and numeracy at the core of my practice. Over time, I designed activities that connect reading, writing and arithmetic to children’s everyday lives, making learning not just a classroom task but part of their real-world experiences. Storytelling, songs and games brought letters and numbers alive. This approach ensured that education did not feel like a burden, but rather an enjoyable and memorable experience. 

My journey has evolved with constant reflection and innovation, shifting from traditional methods to blended and activity-based learning that builds comprehension, vocabulary and number sense. Today, I see students who once struggled now learning with confidence and that has been the greatest evolution in my teaching journey.

Q2. How do you integrate traditional (blackboards, storytelling, group work) and modern approaches of teaching (mobile apps, smartboards, TV screens) in your classroom?

In my classroom, I have always believed in balancing traditional practices with modern approaches to ensure effective and inclusive learning. The blackboard remains a powerful tool, as it allows for step-by-step explanation, interactive problem solving and reinforcement of concepts. Storytelling, role play and group work helps children develop imagination, empathy, communication and collaboration — skills that go far beyond textbooks. Games and peer learning activities create a healthy, joyful environment where children learn from each other naturally. Alongside these, I integrate modern teaching resources. Smartboards bring concepts alive with visuals and animations, making abstract topics easier to grasp. Mobile apps and digital platforms provide personalised learning experiences and allow for self-paced practice. Audio-video materials, e-content and interactive quizzes increase engagement and motivate students to participate actively. For example, I often use short animated rhymes to teach language or gamified apps to explain mathematical operations. This blended method combines the reliability of traditional tools with the appeal of modern technology, ensuring that children not only understand but also internalise what they learn. The harmony between these two approaches has resulted in better comprehension, active participation and long-lasting learning outcomes.

Q3. What changes have you seen in the education landscape over time and what do you think has contributed to these changes?

Over time, I have witnessed remarkable changes in the education system, as well as in the attitudes of learners and teachers, especially with the NIPUN Haryana Mission coming into action. Earlier, the system was primarily exam-centric, focused on rote memorisation, and less attentive to the child’s overall growth. Students often learned in isolation, with little scope for creativity or practical application. However, today, the emphasis has shifted towards experiential and activity-based learning, where the process of learning is valued as much as the outcome. Classrooms are now more interactive, participatory and child-centered. Concepts like foundational literacy and numeracy, competency-based assessments and skill development have gained priority. These changes have been made possible due to progressive educational policies such as the New Education Policy (NEP) 2020, initiatives like Digital India and the increasing availability of technological resources in schools. Teacher training programmes have also contributed significantly by empowering teachers with new methods and tools. Children, too, have become more confident, inquisitive and creative, reflecting the impact of these transformations. In my own practice, I have seen students move from passive receivers of information to active participants who question, explore and innovate. These changes collectively represent a positive shift toward holistic education and lifelong learning.

Q4. What is one powerful story or moment from your classroom that stayed with you and reminds you of the impact of teaching?

Among many memorable experiences, one powerful story stands out vividly in my teaching journey. A young student from a very humble background once entered my class with visible hesitation and lack of confidence. He struggled with reading, writing and even basic participation. Over time, I made a conscious effort to mentor him, providing personalised guidance, remedial support and constant encouragement. I connected lessons with his daily life experiences, used games to build numeracy and storytelling to improve language skills. Slowly, he began to show progress, gaining confidence in both academics and activities. What inspired me most was his determination — he never gave up. With sustained mentoring, he not only improved his academic performance but also discovered a hidden talent for athletics. I encouraged and trained him and eventually he represented the school at the state level, winning medals in 100m, 200m and 400m races. This success was more than personal achievement; it symbolised the power of education and guidance to transform lives. That student’s journey from a hesitant learner to a confident achiever continues to remind me why I chose this profession. It reinforces my belief that every child, given the right opportunity, can excel.

Q5. In your view, what needs to be done in the coming years to strengthen teaching and learning so that student learning outcomes improve and contribute to building a Viksit Bharat?

In the coming years, strengthening teaching and learning will require a multi-dimensional approach.

First, continuous and practical teacher training must be prioritised, equipping educators with updated pedagogies, digital tools and strategies to address diverse learning needs. Teachers are the backbone of education and empowering them directly translates into improved outcomes for students. 

Second, technology should be harnessed meaningfully, not as a replacement, but as a complement to traditional methods. Digital libraries, interactive content and adaptive learning platforms can personalise education and bridge gaps in access. 

Third, individualized learning plans must be designed for students to address varied learning levels, especially in foundational literacy and numeracy. Such tailoured approaches ensure that no child is left behind. 

Fourth, community engagement should be strengthened, involving parents, non-profit organisations and local leaders in supporting children’s education. When communities feel invested, school enrolment, attendance and accountability improve naturally. 

Finally, a focus on values, creativity and life skills alongside academics will prepare students for a balanced and future-ready life. If these steps are pursued collectively, we can ensure that children achieve stronger learning outcomes and grow into confident, skilled and responsible citizens, contributing directly to building a self-reliant and a truly Viksit Bharat.