by Fr Bento D’souza for BIS Mumbai

Bosco Gramin Vikas Kendra (BGVK) organized a Teachers' Training Programme for educators involved in the Empowerment of Students through Education and Career Orientation Project on September 19 and 20, 2024, at its premises. A total of 69 teachers and supervisors from the districts of Ahmednagar, Beed, and Aurangabad participated. Supported by ATOS PRAYAS Foundation, this initiative emphasizes enhancing the skills and effectiveness of teachers engaged in the project.

BGVK, in partnership with ATOS, aims to engage with a total of 65 village schools across three districts. This initiative seeks to enhance educational opportunities and resources for students in these rural areas, fostering collaboration between local communities and educational organizations. By focusing on these schools, BGVK and ATOS hope to implement programs that address the unique challenges faced by these institutions, ultimately working towards improved educational outcomes and greater community involvement.

Mr Arjun Sharnagate, the project coordinator, extended a warm welcome to the participants. Fr George D’Abreo, Director of BGVK, explained the purpose of the training and provided details about the project’s objectives, namely, improving learning outcomes for children who face educational barriers and challenges in traditional classroom settings.

The sessions were conducted by various resource persons, and they focused on various pedagogical techniques, including creative teaching methods to make learning more engaging, effective communication strategies to foster a positive learning environment, and personality development to help teachers manage classrooms with confidence and empathy. Emphasis was placed on positive behavioural approaches, particularly in handling students who require additional support.

In addition to classroom techniques, the training covered aspects such as team-building exercises to strengthen collaboration among teachers, leadership skills to promote initiative-taking, and enhancing communication skills for better interaction with both students and parents. Action songs were introduced as a tool to not only make learning fun but also reinforce educational concepts through music and movement, especially for younger students.

An interactive session was also conducted where teachers shared their experiences and challenges. Through group discussions and case studies, practical solutions were brainstormed to address common difficulties in implementing remedial education. Teachers were encouraged to adopt child-centric approaches and to continuously reflect on their teaching methods for improvement.

The training concluded with a review where the staff expressed their satisfaction with the program. Many noted that the hands-on activities and the collaborative learning environment had reignited their passion for teaching. Leaving with renewed enthusiasm, the teachers felt committed to applying their newly acquired skills to enhance their effectiveness in their respective roles, ultimately aiming to improve student performance and engagement.