Community Work
Report
Submitted To: Dr. Saroj Malik
SUBMITTED BY: PRERNA PADIYAR
{ROLL NO.: 23010022; MA (EDUCATION),
4TH SEMESTER
A Journey of Learning and Transformation
with Underprivileged Children
Introduction
Over the past two years, I have had the privilege of engaging in meaningful community service
through a teaching initiative aimed at supporting the education of underprivileged children
living in the slum area behind our college, Delhi Teachers University. This slum is home to
several families, many of whom face socio-economic challenges that directly impact their
children’s educational progress. The children we work with are between the ages of 3 to 15
years, and though they are formally enrolled in nearby Delhi Government schools, their
academic performance and understanding of classroom concepts often lag far behind their
respective grade levels.
The girls are enrolled in Kanya Vidyalayas and the boys attend separate boys’ government
schools. While enrolment is a step in the right direction, academic achievement remains a
significant concern. Most students struggle with the basics—reading comprehension,
foundational math skills, understanding scientific concepts, language development, and general
awareness. This gap has motivated the Delhi Teachers University, and the university took the
challenge to teach, guide and mentor these children. We took a step forward to initiate a
structured teaching programme for these children, not just as a social responsibility, but as a
shared mission to bridge the educational divide.
Organised Teaching Structure and Volunteer Coordination
To ensure that the initiative was impactful and sustainable, we organised ourselves into small,
manageable volunteer groups. These groups were responsible for the students and work
collaboratively according to a weekly duty roster. This system not only helped us in
maintaining continuity and consistency but also allowed us to maintain a close personal
connection with the students. Each group came prepared with subject materials and strategies
suited to the learning levels of the assigned students.
Our teaching schedule was thoughtfully designed to address both academic and personal
growth. The subjects covered included:
• Science – explaining concepts through models, demonstrations, and real-life
connections.
• Basic and Grade-level Mathematics – arithmetic, mental math, and problem-
solving skills.
• Logical Reasoning – games, puzzles, and interactive thinking activities to sharpen
mental faculties.
• Languages – Hindi, English, and Sanskrit, with a focus on vocabulary, grammar,
reading comprehension, and communication.
• Social Sciences – history, geography, civics, and moral values.
• Current Affairs – discussing recent events and explaining their relevance to
everyday life.
My primary teaching responsibility revolved around science, all three languages, Social
Sciences, and Basic Mathematics. Additionally, I took special interest in initiating brief
sessions on current affairs, where I explained news stories in a simple, relatable manner. This
not only enhanced their knowledge but also helped them feel more connected to the world
beyond their immediate environment.
Innovative Weekly Teaching Methodology
A distinctive feature of our programme was its holistic approach. Education was not limited to
textbooks alone. Each week was structured to include a balance of academics, critical thinking,
creative expression, and self-reflection. Our weekly teaching cycle was as follows:
• Monday to Thursday: Focused academic instruction in subject areas according to
student groups.
• Friday – Reflection Day: On this day, we engaged students in reflective discussions.
They talked about what they learned, what they enjoyed, and what they found
challenging. This helped us better understand their needs and adjust our methods.
Extra-curricular Activities: We discovered that many children had a natural talent for
art and craft, music, and dance. So, we conducted sessions to nurture these abilities.
Painting, drawing, singing, and group dance rehearsals became part of their routine.
We also encouraged these students to participate in university functions and cultural
celebrations. They were given opportunities to perform and present their creative work before
an audience of university students, faculty members, our Vice-Chancellor and esteemed guests.
The joy and confidence they displayed during these events were heart-warming. They were
acknowledged publicly, applauded, and often gifted small presents as tokens of appreciation—
such gestures greatly boosted their morale and self-worth.
Personalised Support and Student Engagement
Understanding the diverse learning needs of these students was crucial. They were not a
homogenous group. Some were fast learners but lacked discipline; others were shy yet
observant. A few were unable to write properly, while some could understand well but hesitated
to speak. To address this diversity, we divided them into smaller clusters based on their learning
levels and age groups, rather than their official school grades.
This enabled us to give individualised attention, which proved to be one of the most impactful
elements of our work. We patiently listened to their questions, gave them time to express their
doubts, and celebrated small victories like spelling a new word correctly or solving a basic
math problem independently.
We also helped them inculcate good learning habits—like organizing their notebooks,
reviewing what they learned, practicing regularly, and being curious. It was not just about
academic content, but also about building a lifelong love for learning.
Metacognition: Growth of Students and Self
Students’ Metacognitive Awareness
With time and support, we observed an inspiring transformation in the way our students
approached learning. Initially, most of them were passive recipients of information. They
simply listened and tried to remember, without questioning or reflecting. However, after regular
guidance and the introduction of reflective thinking practices, their approach started to change.
They began to:
• Identify the subjects or areas where they needed help.
• Start asking “why” and “how” more often during lessons.
• Use personal diaries to jot down difficult words, questions, or key concepts.
• Reflect on their own learning during Friday sessions.
• Evaluate their own answers before seeking validation.
These are key signs of developing metacognitive skills—the ability to think about one’s own
thinking. It is a slow process, but it lays the foundation for self-directed learning and academic
independence.
My Metacognitive Journey as a Teacher
As much as this experience helped the students, it has also been a journey of deep personal and
professional growth for me. Teaching in such an environment, without the structure of a formal
classroom, forced me to adapt, reflect, and evolve constantly.
I have become more:
• Conscious of my teaching methods – trying to use different techniques to explain the
same concept.
• Reflective after every session – asking myself what worked and what didn’t.
• Attentive to body language and feedback – learning to read the unspoken signs of
confusion or disinterest.
• Empathetic – understanding the complex lives these children lead, often filled with
responsibilities and hardships.
• Appreciative of informal learning spaces – realizing that learning can happen under
a tree, in a park, or on the pavement if we bring intent and compassion.
Above all, I’ve learned that being a teacher is also being a learner—a learner of emotions,
diversity, patience, and resilience.
Conclusion
These two years of teaching have been more than a community service or academic
contribution—they have been a transformational life experience. From initially hesitant
interactions to building a strong bond of trust and mutual learning, we have grown as a
community. Our students, despite the adversities they face, have shown incredible potential,
talent, and determination. Their smiles, questions, drawings, dances, and even their silly jokes
have added meaning to our everyday lives.
We, the student volunteers, have learned that real education is about connecting minds with
hearts, and that change does not come from grand reforms alone but also from consistent, small
acts of care. We hope to continue this work and inspire others to look beyond boundaries and
step into the lives that can benefit from just a little attention, time, and belief.
