Introduction
Shubhangi Bhagwat a dedicated teacher at Shri Chhatrapati Shivaji Maharaj English Medium School in Bhosari, Pune, for over 14 years. With her degrees in D. Ed., B. Ed., and M. Com., Shubhangi was a pillar of support for the students of 7th grade, teaching them every subject and guiding them as their class teacher.
Challenges at School
Her commitment to education was unwavering, but the school faced a multitude of challenges that made her role increasingly difficult. The large school building lacked essential infrastructure like science lab and computers. Traditional teaching methods, though well-intentioned, were no longer effective in engaging the students. Shubhangi often found herself facing disinterest from her students, many of whom struggled to stay motivated in such an uninspiring environment.
“No matter how hard I tried, the students’ attention would always drift. I felt like I was losing them,” Shubhangi recalled……
CYDA’s Intervention: A ray of hope
It was at this moment of despair that CYDA stepped in, offering a ray of hope. CYDA introduced its STEM program to the school, bringing with it a fresh perspective on teaching and learning. The first step was an orientation session for students from grades 5 to 7 and their teachers. The session introduced the concept of STEM (Science, Technology, Engineering and Mathematics), explaining its functionality and the vast potential it held for transforming education. CYDA’s intervention brought about a much-needed shift in teaching methodologies. Students were now engaged in hands-on activities using models and various learning tools. Concepts that once seemed difficult or abstract became tangible and easier to grasp. For Shubhangi, it was like watching her students’ minds light up with curiosity and understanding.
CYDA introduced TARANG in schools
One of the most impactful changes was the introduction of the TARANG program, which focused on crucial topics such as good touch and bad touch, menstrual health, and behavioral changes. This holistic approach addressed not only the students’ academic needs but also their physical, emotional,l and psychological well-being. Shubhangi could see the students becoming more confident, asking questions about their health, and gaining awareness of their bodies.
Empowering Teachers: Training and Skill Enhancement
CYDA did not stop at transforming the students; they also worked closely with the teachers. A comprehensive teacher training program was organized, focusing on enhancing teaching methodologies and helping teachers like Shubhangi make use of visualization tools and models. The training was not just about improving academic teaching but also about facilitating critical thinking, and encouraging students to connect classroom lessons with real-world applications. As the weeks passed, the changes in Shubhangi’s classroom were palpable. Students, once passive recipients of knowledge, were now active participants. Students asked more questions, to understand concepts in depth and showed genuine interest in their lessons. Their grades began to improve, reflecting the progress they had made in understanding the subjects. The once-muted classroom atmosphere was now filled with energy, curiosity, and excitement.
Shubhangi’s Reflection: From Struggles to Success
“I’ve never seen them so engaged,” Shubhangi said, a sense of pride and accomplishment in her voice. “The students are asking questions, exploring ideas—they’ve become true learners. This is the transformation I was hoping for.”
For Shubhangi, the journey with CYDA had been nothing short of transformative. She had always been a committed teacher, but now she felt truly empowered. With the support and resources from CYDA, she was able to make a lasting impact on her students’ lives. CYDA has not only changed the way her students learn but has also rekindled her passion for teaching.
(The article is contributed by Kalyani Mudaliar, Documentation Officer, CYDA)
