Q1. What does it mean to you to be part of a child’s early learning journey? What makes teaching in the foundational years significant?

Being part of a child’s early learning journey is both a privilege and responsibility. I teach at Kamlapada Upper Primary School, a remote school in the Malkangiri block, far from the district headquarters. For most of my students, the school is their only real source of knowledge. They are first-generation learners, as none of their parents or grandparents had the opportunity to attend school. Many of the children belong to the Koya tribe and their parents are daily wage labourers who spend most of their time working in the fields or doing manual labour. Some families who can afford it send their children to private schools in town, but for the majority, our school is their only chance to receive an education.

This is why I feel that teaching during these foundational years is especially meaningful. These early years are where it all begins; it is where children first learn to hold a pencil, recognise letters, form words and develop curiosity about the world around them. I primarily work with the foundational literacy and numeracy (FLN) grades, including Sishu Vatika. I see my role not only as introducing children to books and numbers but also as sharing the joy of learning itself. What makes me happiest is witnessing a child who once hesitated to speak gradually gain confidence and start reading simple words or answering questions promptly. Watching them grow day by day makes me feel that our efforts are shaping their futures and providing them with opportunities their parents never had.

Q2.What kinds of teaching-learning materials (TLMs) do you find most useful in your classroom and why?

In my classroom, I find that colourful and large books are the most useful teaching-learning materials. Children naturally respond to colours and pictures. They immediately become curious and attentive when they see something bright and attractive. Many of my students come from homes where there are no books, magazines, or even newspapers, so the books they see in school are often their very first experience of reading materials. That is why colourful and big books have such an impact.

Large books are especially useful for group activities. Since the pictures and text are large, every student can see them clearly, even if they are sitting at the back of the classroom. We often read stories together as a group, discuss what is happening in the pictures and allow children to express their thoughts. When I point to a word or an image while reading, the children follow along and this helps them connect the sounds of the words with the written text. These books also link to their real lives; sometimes, the children spot objects, animals, or situations in the pictures that remind them of home or village life. This makes the learning process feel more real and personal to them.

Most importantly, these materials hold their interest. They keep the children engaged, help them concentrate better and slowly build their confidence in reading. For first-generation learners, such tools are essential because they make learning both easier and more joyful. I feel that colourful, big books are simple but powerful tools that truly transform my classroom.

Q3. What role do parents and communities play in supporting children’s learning, especially at the foundational level?

Parents and communities have an important role in a child’s learning, but in my area, their involvement is very limited. Most of the parents are busy with farming or daily-wage labour and spend long hours outside the home. Because of this, they hardly get the time to sit with their children to support them in their studies. In addition, since many of them are not literate, they cannot guide their children with reading, writing, or homework.

Most students in my school do not have anyone at home who can help them with their learning.This makes the school the central and, in many cases, the only place where learning can take place. Parents mainly support their children by sending them to school regularly and this is their biggest contribution. For many families, even this is not easy, as they often depend on children to help with small household chores or look after younger siblings while they work.

Still, I believe parents and communities can make a difference in small ways. Simple acts like asking children what they learnt at school, praising their efforts, or showing interest in their progress helps motivate children. Sometimes, when parents attend school meetings or community gatherings, I take the opportunity to explain how important regular attendance is. When parents and the school come together, children feel more encouraged. But here, the school remains the main space where children learn and grow.

Q4. How has training or professional development influenced your teaching practices?

Training has been incredibly beneficial for me. I participated in the Prayog, Prasuti and Prarambha training programmes, which provided me with many practical ideas that I now use daily in my classroom. Our school is quite small, serving students from Sishu Vatika up to Class VIII and we have only three teachers. Out of the three, one is physically handicapped, so we often have to manage multi-grade classrooms. This presents a challenge, but the training has equipped me with strategies to plan my lessons more effectively and utilise our limited time and resources better.

One of the most significant changes I have made after the training is the incorporation of play-based learning. Previously, I primarily focused on textbooks and exercises. Now, I engage my students with stories, songs, games and interactive activities to teach various concepts. For example, I now teach numbers through games and language through role-play, which excites the children and encourages their participation. They learn more quickly and the knowledge sticks with them longer. Parents have noticed this change as well; several have told me that their children do not want to miss school anymore and even dislike holidays because they enjoy learning so much.

For me, this represents a major success. It demonstrates that the training has not only improved my teaching but also transformed how children experience school. I feel more confident, creative and energetic as a teacher. In our school, where resources are limited, such training is a lifeline. It keeps us motivated and ensures that children receive a quality education despite the challenges we face.

Q5. What is the one powerful story or moment from your classroom that stayed with you and reminds you of the impact of teaching?

There is one moment from my Grade 2 classroom that I will always remember. I had to step out briefly for some urgent official work, so I gave the students a small task to keep them busy. When I returned, I was surprised to see one of my students, Prakash Senapati, standing in front of the class. He was holding a book and confidently narrating a story to his classmates, just like I usually do.

The most touching part was the response of the other children. They were sitting quietly, listening with full attention, as if he were their teacher. I stood at the back and watched without interrupting. Prakash explained the story, asked his friends questions and even pointed at the pictures the way I usually do. His confidence and leadership amazed me. For a child from a tribal, first-generation learner background to stand up and take the teacher’s role was a powerful sight.

That moment made me realise the true impact of teaching. It showed me that when we teach with love and patience, children not only learn the lessons but also gain the courage to take charge of learning themselves. Watching Prakash in that role filled me with pride and emotion. It reminded me why I chose this profession and why, despite all the challenges, teaching is such a meaningful journey.