March 10, 2023
Introduction
Esmol is a 12-year-old girl who lives in Uprikot with her four family members. Her family’s primary source of income is farming, and they reside in a remote area, around 35 km from the district headquarters in Uttarkashi. Esmol attends a government primary school in the village and with is also enrolled in the learning center, where she receives remedial classes to improve her academic skills. When Esmol first started attending the learning center in first grade, she was kept at level one as, she struggled with recognizing English letters, and reading Hindi words, and lacked confidence.
Challenges Faced
Esmol faced several challenges related to her academic performance when she first enrolled in the learning center. Her parents did not pay much attention to her studies as they were busy with household work. Additionally, there was only a government primary school in the village, and no other medium of education was available for Esmol to improve her skills. Despite attending school regularly, she found it challenging to recognize English letters and struggled with reading Hindi words. This made her lose confidence in her studies, which impacted her overall academic performance. and was not interested in reading or other activities at the center.
Intervention
The learning center’s teacher made regular visits to Esmol’s home to understand whether her parents were involved in her studies. The teacher explained Esmol’s academic issues to her parents and involved them in her learning activities at home. The teacher used teaching and learning materials, including the various Academic Initiative kits and, TLMs at the center like alphabet cards, and storybooks, to help Esmol improve her academic skills. She was also given opportunities to read stories in front of the class and explain them, which boosted her confidence.
Outcome
After several months of regular classes and intervention, Esmol started to participate actively in all center activities. She could read not only Hindi words but also simple sentences fluently and was very interested in Hindi storybooks. She helped others read properly and could read simple English words with their meanings. The major change in her was her newfound confidence, After her teacher’s encouragement her parents also started supporting Esmol’s studies at home. They discussed her performance with the teacher at the center, school, and home and were happy to see their daughter’s progress. Esmol now wants to become a good teacher.
Conclusion
Esmol’s journey to academic success highlights the importance of individualized attention and remedial classes to help struggling students. The teacher’s regular visits to Esmol’s home and involving her parents in her learning activities were crucial in improving her academic skills. The use of teaching and learning materials and the opportunity to read stories in front of the class boosted Esmol’s confidence, and her newfound interest in learning is a testament to the power of intervention. Esmol’s story is an inspiration for all students struggling with their academics and highlights the importance of access to quality education.
