Behind the Lessons: Shaping the Learning Experience

For Anand Srinivas, this journey into content development stirred more than just academic reflection. “While working on a lesson plan for coordinate geometry,” he shared, “I couldn’t help but recall how I learned these concepts myself. It was nostalgic and humbling.” His newfound appreciation for the role of a teacher emerged not just from designing lessons, but from imagining how a volunteer teacher might bring those concepts to life. “My respect for teaching volunteers has increased multifold,” he said, noting how content development revealed both the creativity and the challenge in education delivery.

For Himabindu, the experience was deeply introspective. “Words have power — especially when they reach the right hearts,” she said. As someone who helped craft engaging questions and answers for children who often face learning barriers, her focus was simple but powerful: make every word count. “I avoided complex jargon, added relatable examples, and tried to keep the tone friendly,” she explained. Her favorite moments were when she could link the questions to real life—like asking, “Why do farmers prefer early morning watering?” It was in those small, thoughtful touches that true learning could begin.

Sadhana V, who worked on designing MCQ sets for science students in Grades 6 to 8, saw her role as one of building confidence, not just curriculum. “I used a tiered approach,” she said, “starting with basic recall and slowly moving toward application and analytical thinking.” Her aim was not just to test memory but to nurture deeper understanding and classroom engagement. “Knowing that the questions I create could motivate a student to learn more is incredibly fulfilling,” she reflects. It’s a kind of satisfaction, she noted, that’s hard to describe but easy to feel when the purpose is clear.