For nine years, Suneeta Mate believed she had the art of teaching figured out. As a senior teacher, her mission was clear: finish the syllabus, ensure the students memorised the lessons, and keep the class moving. Success was measured by the ticking clock and the completed chapters.
But deep down, Suneeta noticed a quiet gap. While she was teaching, were the children truly learning?
In 2022, Suneeta’s perspective began to shift as she joined Sandipani Vidyalaya, Guraiya. Under the leadership of Principal Abdul Haque Khan and Vice Principal Sanjay Kumar Gupta, the school began strengthening a culture of teacher learning and reflective practice The school works closely with Peepul, which conducts teacher training workshops and implements best practices for teacher professional development. After attending these workshops, she started to look at her classroom not as a place for lectures, but as a space for curiosity. She realised that while her students were listening, they weren’t always engaging. They were passive observers in their own education.
The catalyst for change wasn’t a massive overhaul, but a simple, 30-minute morning ritual called Subah ki Sabha.
Every morning, before the school bell rang, Suneeta and her fellow teachers gathered. There were no long lectures or complex jargon – just honest conversations about what was working and what was not. Guided by the Teacher’s Handbook designed by Peepul for Sandipani Vidyalaya schools, Suneeta began to experiment with new, friendly ways to bring her classroom to life.
She learned to move beyond asking questions to only a few students and instead involve a wider range of learners. By using think-pair-share, she gave students time to think, discuss with a partner, and then speak up, making participation less intimidating.
She also learned the importance of teaching concepts step by step rather than rushing to complete the syllabus. The “I do, we do, you do” approach helped her model a concept first, practice it together with students, and then allow them to try independently.
The atmosphere in Suneeta’s room changed. The silence of memorisation was replaced by the hum of active discussion. Students were not just reciting facts; they were asking “why” and “how” without fear.
But the most profound transformation happened within Suneeta herself. The veteran teacher found a renewed sense of pride.
“What changed is not just my teaching,” Suneeta shares with a smile. “It changed how I feel about being a teacher.”
Today, Suneeta is not just delivering a syllabus; she is sparking a love for learning. Her journey proves that with the right support and a space to reflect, even the most experienced educators can rediscover the magic of the classroom.
This article is authored by Zebaish Ansari, Project Associate, and Vivaksha Vats, Project Associate at Peepul working closely on Sandipani Schools in our MP Programme Team.
