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This Is Not The End

Diary of A Teach For India Fellow

by Pranav Sukhija

The year 2013 is already turning out to be quite eventful for me and my bunch of 40! Not only did we excel in our end of year exams, we also put forward a stupendous showcase event in our classroom for ten delegates from Teach For All. They were here in Delhi for an educational conference and I volunteered to host them in my school and classroom, hoping that this chance will allow my kids and I to do something really special. We organised a carnival-themed event which had something for everyone. The kids led stalls inside the classroom and demonstrated some of the stuff we did in the last academic year such as making bookmarks, painting diyas and improving reading comprehension through games. The mehendi stall, which was led by Ishrat and Mariyam, became especially popular among the ladies.

Centre for Civil society, a think-tank based in New delhi, partnered with TFI to organise a three-day seminar on public policy (ipolicy) for TFI fellows. I was chosen to be one of the participants of this seminar. The three days were spent reading, listening, thinking, debating and discussing policy-based solutions to solve socio-economic problems. Some of the sessions like “Why is India Poor?”, “Tragedy of the Collective”, “10 Principles of Sound Public Policy”, among others, were particularly interesting and made me question my views and beliefs about the role of government and market in the society. The session on Right to Education Act was designed for us to spot out the loopholes in the policy and recommend appropriate changes. It was particularly interesting to note how the government is forcing private schools to reserve 25% of their seats for poor children but is not doing much to improve the quality of teaching in government schools. A lot of things the Act talks about such as formation of school management committees, etc. don’t get implemented. The seminar answered some questions I had but left me with many more questions to think about.

The kids are done with their fourth grade exams and are now moving to fifth grade. I am working hard these days to carefully plan out the first unit of the new academic year. This first unit is the only one left for me to spend time with my students. I find it rather eerie to come to terms with the fact that my fellowship is coming to an end. When I look back at the time when I first met my students and compare it with now, I see a massive difference in their abilities, attitudes, values and mindsets. But it is not just the kids who have changed. I have changed, too, and I know that if it weren’t for the lifetime opportunity the fellowship provided me, I wouldn’t have gained so much in the last two years, both personally and professionally, as I did. I am happy to know that a new fellow is going to replace me in my classroom and my students will still have the opportunity to experience excellence in education.

The fellowship may be getting over but my association with TFI and all the amazing people I met in the last two years is not. I will keep supporting the movement in whatever ways I can, wherever I may be going to from here. The journey seemed long, rocky in parts, but with the help of my friends, I reached my destination. But the end point also marks the beginning of another journey and I am equally excited about what knocks my door next.

Like I said, this is not the end. Just another beginning.

Diary Of A Teach For India Fellow : Teach To Lead

By Pranav Sukhija
Fellow, Teach for India

As students, we don’t really view our teachers as leaders. We tend to ignore the value they create and the impact they make when they teach us in the classroom. I don’t think I ever appreciated any of my hard-working school teachers for planning their lessons so well or for an interesting assessment or quiz they designed. It was only when I joined the Teach for India fellowship that I began to understand the complexities of the teaching profession and the skills a teacher gains while working; it was only then that I realised that teaching is leadership. Like any great leader will have a strong vision for his organisation, invest and motivate everyone on board, plan out all activities in a coherent manner, constantly reflect to improve effectiveness, and work relentlessly to achieve goals and targets; an excellent teacher has to employ all these measures and more.

As a teacher of young students, who come from economically weaker sections of the society, my vision for my classroom and students has been to inculcate strong character traits and mindsets such as hard work, discipline, integrity, optimism, etc. in their minds which will set them up for success in life. I feel that I learned the most important lessons in life while working with other people. This is the reason that I focus a lot on experiential learning and holistic development of every child.

To make sure that all my students are invested and engaged with their learning, I have to constantly remind them of the importance and benefits of education, the countless opportunities they will have for themselves and their families if they choose education over marriage or labour. I also need to invest in their parents so that they too support their children in terms of nutrition and health, learning and moral guidance.

With thorough planning and effective execution, I have helped my students grow leaps and bounds academically from the day I stepped into their classroom for the first time. While earlier, most of them couldn’t speak or read English language, now they are so adept in even writing in the language, which is a really hard skill to master.

By constantly reflecting on my own effectiveness and learning from other people, I try to introduce new concepts into my teaching methodology, attempting to offer a better experience to my students every day.

Finally, by working extremely hard and inspiring my students to study harder, I believe that we will achieve our highly ambitious academic and non-academic goals and targets for the academic year.

Being surrounded by children all the time, I think I have become more positive and inspiring to other people. In order to teach excellent character traits to children, I work hard to model those traits every single day when I step into the community, school or classroom so that the children can pick up those traits from me. Being a part of a nationwide movement that celebrates diversity, encourages individuality and promotes collaboration and teamwork, I have become a better team player and manager, more assertive and practical, resourceful and organised, disciplined and dedicated, creative and imaginative, and a better public speaker and writer.

There is so much that you can gain from this fellowship programme. But it is not for everyone. It is only for those who are ready for a challenge; those who wish to take a leap of faith.

Apply for the Teach for India Fellowship online @ http://teachforindia.org/
Last date to Apply: January 30

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Pranav Sukhija
Pranav Sukhija is a Teach for India fellow, a prolific writer and an explorer of everything that the world offers. When not working, he spends most of his time thinking about his kids and school and strives hard to give them a high quality education. He is a people's person and gets along well with most people. He loves taking out time to connect with friends and acquaintances and derives energy and power from them. He'd be very happy to connect with you, too. Please write to him at pranav.sukhija2011@teachforindia.org.

Diary Of A Teach For India Fellow : Transformation Of Self

By Pranav Sukhija
Fellow, Teach for India

Having spent the past year and a half working with so many diverse individuals, all from different backgrounds but with the same drive and vision to provide an excellent education to all children in the nation, as a fellow with Teach for India and as a teacher in a municipal school in the national capital, I can confidently say that I have had some of the most uplifting, pleasurable, rewarding and magical as well as the most upsetting, depressing, challenging and overwhelming moments and experiences of my life. The struggles in the school, the hit-and-trials in the classroom, the conversations with my friends, the love of my children, the agony of failed goals, the respect from society, the reflective moments in enlightening silences, the pleasure of giving, sharing and loving - everything has grown on me, everything has somehow made an impact somewhere, everything has contributed in reshaping me as an individual.

In this column, I look back at two specific events in my fellowship which really resonated with me, moved me, challenged me and left me transformed forever.

The Institute (our training programme) at FLAME, Pune

Before going there, I had little idea about the Institute and was nervous about living away from family for more than a month. Once I was in there, I hardly felt the need to phone my folks and friends back home. The memories of those thirty five days of sheer madness, sheer magic and powerful energy hold a special place in my heart. I met the most inspiring and amazing people, took up the most difficult challenges, including teaching in a school for the first time, spent nights after nights chatting and sharing with the people I was with, understood what it meant to be a transformational teacher, relearned some of those long-forgotten, invaluable lessons of life and reflected on what it means to serve your people. We used to sleep in the wee hours of the night, wake up with the rising sun, work so hard, plan so much, share shamelessly, trust each other blindly, eat heartily and thrive generously. I was a totally different person after attending the Institute. I came back with a unique blend of positivity, inspiration, passion and energy which was so powerful, it reflected in my relationships and connections with other people.

The Annual Retreat in Ahmadabad at Gandhi Ashram

When I think of Ahmadabad, I think of Gandhi ji and his contributions and sacrifices, Jayesh bhai, Indicorps fellows, and the ideas of being selfless, practicing universal love, and serving your people till your last breath. I think of Savita ben and her gracious family, which hosted me, fed me, sheltered me and took utmost care of me. I had found a home away from home. I think of those little children growing up in a tiny community, being caressed and fed by loving anganwadi workers. I think of the people I instantly connected with, the long conversations we had, the food we ate and the piping hot chais we drank so many times in the day. I also think of the meditative and mindful impact of this journey on my psyche; I practically spent the whole time in the train silently reading a book of poetry, and writing verses in my notebook. The retreat was a journey within.

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Diary Of A Teach For India Fellow : Learning from West, Empowering Young India

By Pranav Sukhija

Twenty two years ago, a strong-willed and empathetic woman declared her vision for America- that every American child, irrespective of poverty, will receive an excellent education, and that many outstanding college graduates would choose teaching over other lucrative professions if they are provided with an excellent opportunity, a support system and recognition. This led to the formation of the widely reputable Teach For America (TFA), which creates, and has been creating over the years, movements of excellent teachers and leaders who strive to solve the puzzle of educational equity in their country. Over the years, TFA fellows’ have grown into becoming important change-makers in the education sector by serving as senators and government officers, school leaders and classroom instructors, founders of renowned charter school systems like the KIPP, et al. Wendy Kopp, the woman who started it all, is truly inspirational.

So is Shaheen Mistri, the founder and CEO of Teach For India (TFI), which was formed in 2007, after Kopp founded Teach For All, which inspires and supports educational leaders from various countries to start movements like TFA in their countries. Suitably adapted to meet the educational and developmental needs of an Indian child, the TFI fellowship programme places highly qualified and skilled leaders as full-time teachers in under-resourced schools, who teach the way teaching should be done, with special emphasis on understanding every child within and outside the classroom, building and maintaining strong relations with their family members, investing in and supporting the school staff in improving their teaching abilities, planning for and excellently executing lessons, regularly assessing student understanding and analysing student data to improve effectiveness, and providing ample opportunities to students to broaden their horizons and realize their biggest dreams in life.

The TFI movement started in 2009 in Mumbai and Pune. In 2011, TFI expanded its presence in the national capital region. 2012 was a landmark year for the movement, as two southern states, Hyderabad and Chennai, were also included in the list of cities TFI currently functions in. A lot of effort is being put in by people up high in the organisational ladder to partner with different state governments across the country and share the gift of knowledge among all children.

As TFI grows on to play an even stronger role in the educational context, there is a need to acknowledge the support and benefits it is getting from TFA and the Teach For All network, in terms of their existing experiences and knowledge in education, placement of highly skilled personnel as training experts in TFI, support mechanism to the organisation to expand reach within the nation, networking opportunities for fellows with other Teach for All programmes, support in curriculum planning and problem-solving, sharing of information about conferences and events, etc. It is also providing opportunities to people from both the countries to work with each other as a collaborative, understand where each one is coming from, and learn from each other.

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Diary Of A Teach For India Fellow : My Journey, So Far

By Pranav Sukhija
Fellow, Teach for India

There is a lot to be angry about, and a lot that will get you inspired.

When you visit a low-income school in any part of India, there is a lot you will see that will make you really angry and a lot that will make you really, really inspired. You will feel angry when you see students studying in dire conditions, available resources not being put to their best use, real teaching never happening in the classrooms, and innocent dreams of children getting crushed each day. And these are the same sorts of things that will inspire you to put your foot down and say, “enough is enough, I have to take a stand. These children deserve a better education and I will provide it to them. ”

Well begun is half done

These were my thoughts as well when I joined the Teach for India fellowship programme 16 months ago. My passion to serve the children of the nation got me into FLAME, Pune where I met hundreds of young men and women, who were just as passionate about this cause. Some of these people had left their well-paying jobs to serve this cause, while others, like me, opted for the fellowship after their graduation. We were taught how to teach, and we practiced by teaching for a month in low-income schools in Pune. Each day and each night, we worked relentlessly hard to plan lessons and activities for our children, teaching them to do well in their end of unit assessments, and doing a showcase event of all that they learned over four weeks. The training programme of the fellowship was exhilarating.

The Shock, and what followed afterwards

After bidding farewell to my friends and colleagues from Pune and Mumbai, I came back to Delhi and started teaching in my placement school, an all-girls’ Municipal school. I became a teacher of class 3 and was given an English-medium class. I was in for a rough shock. Unlike my students in Pune, these children knew no English and for the first few days, I don’t think they understood anything about the things I was telling them. It took time, perseverance, relentless hard work, reflection, more learning, un-learning and a never-say-die spirit to reach a point where I concluded that all my children were following me. But that was not enough. I wanted them to communicate with me, not just orally, prove that they were learning and understanding, which took more time. With a little help of my friends, and the support of my managers in the organization, I finished off my first year of teaching successfully in March, earlier this year.

Since someone did it for me in my alma-mater, I have to do it for the children in my school

I knew from day one that the fellowship was going to be hard. Year one was a real struggle as I hadn’t taught before and teaching isn’t the easiest of jobs in the world. Year two posed its own major challenges because the organization requires its fellows to not only teach with the same rigor and enthusiasm as in first year, but simultaneously do a project in their schools which impact and benefit ALL children, and not just those in their classes. And so I began planning for my BTCP (Be The Change Project). I spoke to the teachers in my school about this and they gave me their ideas. I compared the facilities and experiences I received in my alma-mater with what this school had to offer its students. By this time, I had also formed my definition for an excellent education.

An excellent education is a combination of various favorable factors for a child, including academics, non-academics, values and mindsets, sports, social-consciousness and spirituality. All these factors plus a healthy and joyous environment at home and school, exposure to the world around to promote the learning and development of a child.

I finally planned my project and began working on it. It was difficult to convince all stakeholders but somehow I managed. My project is titled The Smart Student Project and is about offering different experiences and exposures to all children of my school, in the form of workshops, competitions, music and dance activities, sports, promotion of reading, playing indoor and outdoor games, and learning beyond the classroom. The overall objective is to make the schooling years of all the children joyous and fun, and I have already started to see a difference.

Thinking about the impact I am making

I am aware of the fact that my kids have learned and been exposed to tremendous amounts of new things ever since I started teaching them. They have bigger and more beautiful aspirations in life and I know for sure that many of them will attend college and work afterwards. This definitely puts them in a better position than their peers in school and community. By getting them to lead their own teams, work in pairs and groups, solve their problems themselves, speak in public, write well, listen to everyone, be respectful, feel great and confident about themselves, they are learning some of the most important values, mindsets and skills needed to be successful in life.

What’s in it for you?

The Teach for India fellowship is NOT meant for everyone. Out of every 100 applicants, only 7 get selected. We are looking for people who have the passion to serve, willingness to work hard in extremely challenging conditions, demonstrate strong values and mindsets, and want to see ALL children progressing. The fellowship is not a teaching programme; it’s a leadership programme as we believe teachers apply the same skills in their classrooms and schools as leaders do in firms. Besides, the fellows need to be adaptable, problem-solvers, reflective and positive. If you think you fit the bill, apply to be a fellow today.

To know more about Teach for India, please visit www.teachforindia.org.

If you are interested in helping us in any manner, please contact me at pranav.sukhija2011@teachforindia.org

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Diary Of A Teach For India Fellow : The Power Of Young India to Educate, And Make A Difference

By Pranav Sukhija

Fellow, Teach for India

In a country where education is free and compulsory for kids, the problems of rampant illiteracy and poor educational facilities are not just shameful, but also tragic. The government has invested so much for designing new models of education, building social and economic infrastructure to facilitate learning, and hiring and training manpower to spread the wonderful and life-transforming gift of knowledge. However, there is no doubt that we, as a nation, have failed in this endeavor, and have therefore failed our children, and are still failing them by depriving them of their birth right and their passport to success and happiness in life : education.

One visit to a government school or any under-resourced private school in any part of the country will give you an idea about the kind of learning which takes place in these institutes. Indifferent teachers spending the whole day in the staff room gossiping or doing some manual paper work is a sight that you are most likely to encounter. Children sitting idle in their classrooms, clueless of what they should be doing, feeling completely left out and neglected is, sadly, another common sight.

It is evident that some of the major impediments in the education system of our country are poor implementation of government policies and violation of educational standards at the grassroots level. The greatest and the most noble service which the young generation of the country, at this juncture, can offer is its ability to teach and inspire billions of children so as to add colours and sparks into their lives, and promote their healthy growth and development.

In today’s fast-paced world, where most people just care about wealth, power and fame, I feel glad that so many of the country’s brightest and most enthusiastic young men and women are channelizing their energies and resources to fight against educational inequity, which is highly endemic in our country, by working as primary and secondary school teachers in the most under-resourced schools of the country as fellows with Teach for India.. The fact that the youth feels so much our country, and understands that the key to economic development is educational equity deserves great appreciation and respect. This highlights the passion, the motivation, and the dedication of young India.

Till some time back, I used to think that schoolteachers lead an uncomplicated and relatively relaxed life. I was of this wrong notion that all they did in a day was go to school in the morning, come back by the afternoon, and then enjoy in the evening. However, now that I have been a schoolteacher for more than a year, and have committed to transform the lives of the forty-five children in my classroom of an MCD school in New Delhi, I have realised that teaching is one of the most challenging, difficult, stressful, but at the same time, fulfilling and rewarding jobs in the world.

Since I teach in a school which caters to the needs of poor and under-privileged families, teaching such children is a much bigger challenge than teaching kids in affluent public and private schools. As the parents of these children cannot afford to provide the best learning environments and resources to their children, I have to take up that responsibility for the children, at least in the classroom. Sometimes, I am also posed with unexpected and unpredictable challenges like children getting beaten up by their parents before being sent to study in the school. A lot of times my kids complain of sickness and hunger. Since most of the parents are uneducated, they often don’t realise the value of investing in their children and it becomes quite a challenge to make them understand why they should invest in their children’s education, health and upbringing.

I strive hard to make my classroom a happy and safe place for my kids, where they love reading, thinking, learning, problem-solving, playing and discovering. My classroom has its own theme- ‘Smart Citizens’, I teach using the most innovative and interactive methods and techniques, and constantly engage my kids by offering them different experiences and opportunities, thereby making learning fun for them. But doing that is just not enough. I have to regularly invest in all the stakeholders that impact the kids, including their parents, such as the school principal, other teachers in school, community members and even their tuition teachers. All this requires a lot of grit, diligence and patience.

As leaders in the classroom, teachers have the great power to transform their children’s lives and turn them into more positive, joyous and successful human beings by propagating the right knowledge, moral values and skills and by modelling excellent behaviour and character traits. And if you also strongly believe in TFI’s mission to transform the country by eliminating educational inequity, and have a genuine love for kids and want to see them grow as responsible students, team-workers, managers and individuals, this could be the right profession for you.

To know more about Teach for India, please visit www.teachforindia.org.

If you are interested in helping us in any manner, please contact me at pranav.sukhija2011@teachforindia.org

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Diary Of A Teach For India Fellow : My Inspiration - Shaheen Mistri

By Pranav Sukhija

Fellow, Teach For India

Call it my indifference or a mental block, but I used to feel till last year that the rich and elite are less bothered about social causes as compared to the rest of us. I had created an image for them in my mind and it was hard to look at them in a different light. That’s why I was unable to digest that someone, who has everything money can buy, could think so much about her country and devote her entire life in transforming the state of education, and the lives of countless children, there. Shaheen Mistri inspires me like nobody else I have ever met. At the young age of 18, she founded Akanksha foundation, an NGO that started off with after-school educational programmes for under-privileged children, and gradually turned into a chain of schools meant for the poor, but with no compromises on the quality of education provided. I had the privilege to meet Jyoti and some other Akanksha kids at an event and was absolutely amazed to see their incredible performances. Jyoti speaks English like a dream and can be easily mistaken for a college graduate with her confident and self-assured personality.

In 2007, Shaheen founded Teach for India (TFI), a movement of outstanding college graduates and young leaders who believe that quality education is the birth-right of every Indian. The mission of TFI is to bridge the educational gap which exists between well-funded schools and low-income schools in India, by placing highly-skilled and passionate young leaders in the latter as full-time teachers for two years. The TFI fellowship programme, which is running in Mumbai, Pune, Delhi, Hyderabad and Chennai, began in 2009, and since then, more than 500 young leaders have joined the movement as fellows.

As a senior fellow with TFI, I have had numerous opportunities to interact with Shaheen, and she never ceases to amaze me with her simplicity, modesty, grace, optimism and visionary outlook. Despite all the problems and challenges she has faced, and still faces, in her professional and personal life, she has never lost her motivation and enormous sense of possibility. She has a sparkling smile and she smiles very often. Her positive aura is so palpable; you tend to notice her presence the moment she walks into a room. She is also very reflective and has internalized the habit of reflecting back on one’s own actions.

Shaheen is known for her benevolence and giving nature. So much so that, we in TFI call her our giving tree. Recently she sent us an email which really moved me. And so, I will end this column by sharing a section of her email which can inspire anybody who wishes to get inspired.

"Remember you always have the choice :

· To plan or not to plan

· To develop those incredibly strong bonds with your kids. Or to be just another teacher

· To treat your children with respect, and care. Or to do something that humiliates them

· To transform you classroom into a beautiful, magical place. Or to have it continue to be the unclean, uninspiring place that won't inspire change

· To rise above mediocrity and strive for excellence. Or to be a little better than the alternative

· To solve the problems that you have. Or to complain about them

· To focus on the good. Or to get bogged down by what isn't working

The choice of becoming a leader for your children, and for your country is in your hands. You just need to exercise the right choice. Make the right decisions. Look in the mirror. Put in the agonizingly hard work. But mostly, keep the faith. The belief. The sense of possibility. And when you waver, like I do, get back on the path of belief soon. Do whatever it takes to keep yourself on that path."

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Diary Of A Teach For India Fellow : Ten Reasons Why I Love My Job

By Pranav Sukhija
Fellow at Teach for India

1. I get to spend so much time with children, all of whom are so, so special. They teach me the most pertinent life lessons in the simplest of ways and remind me how I used to be, every single day.

2. Teaching is such a sacrosanct profession. I feel responsible for the learning and growth of so many children.

3. Beyond my own classroom, I spend so much time working on school activities and projects. All TFI fellows conduct a project called BTCP (Be The Change Project) in the second year of the fellowship.

4. I get trained and mentored by experts from all around the world, who have been so much instrumental in my successes as a teacher and leader, and teach me so many new things.

5. There is no competition in the cohort. I interact, learn and collaborate with so many other fellows. All of us strongly believe that one day, all children will attain an excellent education and therefore never refrain from supporting each other.

6. I represent the movement in different situations, sensitize people about this most important cause, and learn from them.

7. While most teachers will tell you that teaching is a thankless job, I will disagree. I feel really appreciated and respected for my choice of profession. I have been invited to talk and judge competitions at B-schools and other educational institutes. My school teachers tell me how proud of me are they. My folks and friends from college and school are so supportive and appreciative.

8. Besides serving as a Fellow, I am also a member of different fellow committees like the Recruitment committee and the Public Speaking Representatives committee. There are a whole lot of different committees that fellows can join depending on their interests and passions. These committees ensure I have work to do even on days when there is no need for lesson planning! And they are such a value-add to my fellowship experience.

9. At the end of the day, I feel happy about the work I do. Whether it is that shy kid who finally opened up with me, or that little girl who made a huge jump in her maths scores, or a beautiful and thoughtful email by my manager or somebody else in the organisation which inspires me to continue working so hard for my kids, I end up going to bed happy.

10. Lastly, and perhaps most importantly, the fellowship has permanently transformed me, for the better. I feel a change in the way I look at things, react in different situations and deal with other people. I have learned to keep the faith, have high expectations, be optimistic, act responsibly and kindly, think critically, love unconditionally and celebrate joyously. Time after time, I realize how the fellowship has grown so much on me.

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Because Sharing is Indeed Caring

By Pranav Sukhija

The other day I was sitting in a park with a dear friend who seemed baffled and distressed. I tried to talk to her and get her to open up. She took her time, and finally shared what was bothering her. She told me how she was so disturbed because her best friend was not treating her well from quite some time. She expressed her pain and burst into tears. I felt sorry for her and tried to assuage her. But deep down inside I wasn’t amused at all.

There was a time when people couldn’t speak to their friends regularly and conversations were carried out through letters. People used to wait earnestly to hear from their friends. With modern technology, we now have hundreds of mediums of communication, be it our mobile phones, SMSes, BBM, Whatsapp, social networking sites or instant mails, etc. Yet, we find people breaking off their friendships and relationships abruptly and sometimes even publicly, without much thought and/or any concrete reason. Is too much communication bad communication? Or is it that, what appears to us as a conversation between two friends, carried out using ill-spelled words, and of course smileys, via messages or a social networking site is terribly clichéd and banal? In the pretence of carrying out a conversation with a friend, we are expressing everything but what we truly feel. In a bid to please others, we are willing to undermine our true feelings and desires, thoughts and wishes. And whenever there is a communication gap, we let our egos take control and feign nonchalance, even when we remain troubled deep inside. I am sure all of us have faced some or most of these situations and have found ourselves getting deeply affected and distressed as a consequence. We put the blame on our friends, claiming sincerity and innocence. Often we don’t realise that the other person is as affected, if not more.

Photo credit - Priya Chowdhary

My purpose of writing this article is to offer wisdom to many a tired and distressed people who are not able to maintain cordial relations with their friends, and often complain indifference and ignorance on their friends’ parts. Speak up before it’s too late. You are the best spokesperson for yourself, and what you can talk about for yourself, no one else can. Let bygones be bygones and make a move or two to fix the situation you are stuck in. Be prepared to cooperate with your friends, but never hesitate in voicing your beliefs and opinions. Do not have too many expectations from your friends. But whatever little expectations that you do have, must be expressed clearly. Do not change yourself, but learn to adapt. And finally, communicate truthfully. Because real friends care, and friends who care do not hesitate while sharing what is deep down inside their hearts.

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Pranav Sukhija
Teacher of primary school children, counselor for many, perpetual thinker, voracious writer, avid (not greedy) reader, crazy dancer, joyful singer, wannabe guitarist, wannabe actor, wannabe chef, comfort food lover, nature lover, self-proclaimed photographer, ingenious explorer, Delhi boy who doesn't fulfill most of the assumed 'typical' Delhi boy qualities.

The Journey

By Pranav Sukhija

I have heard the complaint,

Photo credit - Kartheik G Iyer

I have asked the questions,
I have seeked the responses,
And I have found the answers.

I have made a decision,
I have made some plans,
I have taken on a journey,
And I have so many thoughts.

I have learned to laugh,
I have learned to cry,
I have reconnected with myself,
And I have learned to trust.

I have shared so much,
I have received so much,
I have learned to forgive,
And I have started believing in love.

I have felt positive,
I have felt negative,
I have questioned myself,
And I have doubted my decisions.

I have felt like a winner,
I have felt like a loser,
I have celebrated small successes,
And I have seen crippling failures.

I have been reassured,
I have lost my track,
I have found my motivation,
But I have been defeated again.

I have finally made peace with myself,
I have learned to survive,
I have invested my faith,
And I have found a little hope.

I have gained so much,
I have lost only a little,
I have found people to take care of,
And I have found people who take care of me.

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Visiting a Classroom in Seelampur

By Pranav Sukhija

It was an exceptionally hot day in Delhi and I was sweating profusely. I had to go to a MCD school in Seelampur to meet Arif, a volunteer at Pratham Delhi, and observe his lessons. He was volunteering as a teacher in Pratham’s summer camp project and I was his trainer cum supervisor. I got down at Seelampur metro station and struggled to find the way to the school. I asked an auto-driver to take me to my destination and he asked for a staggering 80 bucks. I settled for a rickshaw-ride instead. While I was told by Nisha ji, the school incharge, to get down at the madarasa, I asked the rickshaw-puller if he could take me to the nallah-wala school, as the school was situated near a nallah or gully. He obliged and took me to a school which was also near the nallah and escaped from the scene before I could ask him to take me back. I asked the people on the road for directions to the school but no one seemed to know about one of the only two MCD schools situated in that low-income colony for migrant labourers. The area was very filthy and the air reeked of smoke and foul odour. I saw scantily-clothed, malnourished kids running bare-feet on the streets. I felt I was transported to a town in Uttar Pradesh.

I phoned Nisha ji and she agreed to meet me at the madarasa. I went back to the madarasa after crossing two very difficult roads. No one seemed to care about traffic rules there. I called Nisha ji again and she told me that she could see me and I needed to cross the road as the school was on the other side. I felt annoyed but crossed the road. Finally, after narrowly escaping a freak-accident on that road, I met her and we went to the school. There were a lot of kids playing cricket in the open ground of the school and some who were just loitering around. I went inside Arif’s classroom and saw that there was no electricity and no desks for the kids. I was wished morning by the kids and I went at the back of the classroom, contemplating if I were to stand for the next two hours. Arif saw I needed his chair and he pulled it out for me, and I reluctantly accepted it. I silently sat down and observed the interactions taking place in the class. I noticed that the kids, who were in fifth standard, hardly spoke or understood English, weren’t very confident, and didn’t write properly in Hindi also.

Photo credit - Priya Chowdhary

Arif was teaching that only the opposite poles of two different magnets attract each other, and like poles repel. I intervened when I felt he struggled with the explanation. We then passed on magnets and straws to the kids and asked them to try out the experiment themselves. This was followed by the instruction to write down, in their own words, what they saw and learned. The science class was followed by a craft activity where the kids learned how to make a joker using paper-folding techniques. So far, I was quite happy with Arif and his lessons. The kids were very invested in learning and they all were well-mannered and obedient.

After the craft activity got over, there were twenty more minutes before the class would have gotten over and I asked Arif to get the kids practice some math sums. He began writing down a couple of questions on the blackboard and the kids did those sums in their note books. He then began to call individual kids to do questions on the blackboard itself and positively reinforced them upon answering correctly. He covered a lot of math objectives in that lesson. He further upped the learning-factor by asking kids to write down their own questions before solving them. I feared kids not understanding this; but to my utter surprise, things went really smoothly. Not only that, he also pushed kids to explain the rationale behind their solutions, giving them opportunities to express themselves as well as clarify the doubts of other kids, if any. He worked magic with the kids and the darkness of the classroom starkly contrasted with the shine in the kids’ eyes.

I have been reflecting on that observation and on meeting with Arif and his kids, and I am feeling great about witnessing all that I did. I am inspired by the confidence shown by those kids, their creativity and, most importantly, zest to learn. I am inspired by the persistence and hard work reflected by Arif in teaching those kids, pushing their thinking and facilitating their learning. I am inspired by Pratham for carrying out their activities in such sensitive areas, where the need for such programmes is the highest. In that dull, dark and hot classroom, I saw a ray of light; a hope that one day every kid will receive an excellent education.

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Lets Talk About Talking

By Pranav Sukhija

We all have been through this situation - we are in a social gathering with tons of people around us; we are expected to move around a bit and find someone to talk to; but the problem is, we don’t know what to talk about. Honestly, I took the longest time to figure this out, and today I am relatively more confident about starting off conversations with random people. So what led to this change? Well, I thought about a lot of things I could talk to people about. These “conversation starters” are nothing new to us, and yet their awareness can make any dull day into one which makes us feel great about ourselves. But before you start off a conversation with anybody using these conversation starters, be aware of who you are talking to, and use your grey cells to figure out the most appropriate one.

Photo credit - Aman Wilson

1) Compliment the other person : It could be their dressing sense, appearance, intellect, communication style, any value or quality they are strong at. Whether they admit or not, people love hearing compliments about themselves, and they often elaborate on the thing or quality being complimented. They might as well return the favour by complimenting something in you, which would mean that the ball would rest in your court and you can shake things further.

2) BAM (Books-Albums-Movies) : Do I really need to elaborate on this? I am sure you have discussed your favourite books, songs, albums and movies with people you are pitted with in any situation. And it usually works wonderfully well.

3) Share your feelings : Talk about how happy/sad/agitated/stressful you are feeling about something, and why so. This will immediately cause them to pay attention to what you are saying and respond with empathy.

4) Talk about your work : This seems like a no-brainer, but it isn’t. Most often, people mention their current occupations and give a generic description of their jobs. I’d argue you mention aspects about your job the other person wouldn’t be aware of. For example, instead of telling them what it is to be a project manager, discuss your last successful initiative in the company. But it doesn’t have to be only positives. You can also talk about things which are not working well. Makes some sense, eh?

5) Share any recent achievement : Mention that painting of yours which got exhibited at the embassy, or the latest published article in the editorial section, or something more basic like a successful day at college/office. But make sure you package your message properly as you don’t want to make the other person feel insecure or intimidated.

6) Food : It is one of my favourite things to talk about. Food makes people really emotional and it serves as a successful ice-breaker.

7) Share your vision, goals and dreams : If you can intuit that the other person could resonate with slightly deeper thoughts, which mean a lot to you, go ahead and have a discussion on those. You might just inspire them to think differently, or share what their goals and dreams are.

I am sure there are thousands of other things you can talk to people about, and I’d be happy to have you share them with me. I believe that what is more important is not what you say; it’s how you say it. Make the other person feel that they are the only ones, at that point, you care for. Be extremely positive and humble, and maintain high levels of energy. Do not be pretentious; it will show. Be honest to the person you are talking to, and to yourself. And lastly, do not forget to wear your smile.

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A Discussion That Changed a Part of Me

By Pranav Sukhija

On the face of it, it was just an ordinary day. However, as I witnessed a not so ordinary conversation between two opinionated gentlemen, and was inspired to change the way I think, the day became worth remembering. The lunch break was on and the three of us, I and these two guys were sitting in the office sipping chai.

Guy 1: Hey, did you have a look at the new organisational policy document?

Guy 2: Yes, I did yesterday. They want us to work even harder and report each and every detail, isn’t it?

I: Yes. As if we were not slogging our asses off already.

Guy 1: I was surprised to read the volunteer policy. They are giving letters of

recommendation to them after their projects.

Guy 2: Yeah, what’s the big deal in that? I had told my volunteers on day 1 itself that they’d be receiving letters. I think it’s a smart move.

Guy 1: Really, no actually this wasn’t the case last year. The volunteers came at their expense, worked with full dedication and never got anything in return.

Guy 2: They would have probably realized that people would work harder if we promise them something concrete, something that will stay with them.

Guy 1: Wouldn’t that be a drift away from the purpose? We want to promote the spirit of volunteerism among college students. If we tell them they’d be receiving certificates for their work, how can we tell if they are really dedicated?

I wondered if it would be better if they changed the topic of discussion.

Guy 2: See, this is management. You are making these kids miss classes and work for you at their own expenses. You need to give them something. Since money remains out of question, a simple letter will keep them motivated. And how does this question their dedication?

Guy 1: My point is that we should only take in those students who actually support our cause. We don’t need those who are doing it for their own selfish reasons.

At this time, I was sure the conversation had drifted into another deeper level. I was afraid the conversation would soon turn into an argument.

Guy 2: We are all selfish in that sense, right? Are you a free labourer?

Guy 1: Let’s exclude ourselves from this discussion.

Guy 2: See, whether someone is coming to us with selfish motives or not, if they are helping us in our work, and helping the organisation by spreading its work among their networks, why should that be a problem? I overheard Maitree saying that the number of volunteers and interns combined has jumped this year, and they had to reject many applications. Almost all start-ups and non-profits are hiring youngsters these days and giving them certificates as a reward for their hard work.

Guy 1: What I am saying is, let’s promote volunteerism in its truest sense. This looks like a win-win situation; the firm is getting its work done for free, these kids have something concrete to mention in their CVs. But then how different are we from the others? It’s like being selfish and smart.

Guy 2: I have always wondered why people are so quick in labelling acts or people as selfish. Is it criminal to be selfish? Is it no good to think about yourself? I strongly feel that we are all selfish in many ways, doing things we want to do. And why? Because we derive something from those acts, isn’t it? Why are we here? Because we enjoy our work, we are respected and appreciated, we are earning good money. Aren’t we being selfish in that sense?

At this point, the first guy seemed short of words. Suddenly, we heard the bell rang and it signalled each one of us to go back to our work. I wished we could continue the discussion. But then the point had already been made. I don’t know about the other guy, but I became less judgemental about other people from that day on.

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