Conversation and Safe Spaces: The Best Medium to Develop Understanding In teacher capacity-building workshops or trainings, if we truly want to empower teachers or bring about small shifts in them, we need to create more spaces for dialogues or conversation and a safe environment. When we are able to provide such an experience, only then will teachers see themselves as capable and effective in carrying this experience back to their classrooms. Most trainings are such that the PPT becomes the primary medium, limited only to sharing information. The trainer or stakeholder assumes that a training has been “done.” Through pre- and post-tests, it is also concluded that the training went well, because the questions are only based on the information provided. But in this, there is no real space where participants can share: 1. What did they feel? 2. What insights did they gain? 3. With what questions are they leaving this training? Now the question is: 1. Are we able to see or understand whet...
मैं हूँ अधूरी बातों से जिन्हें सुने बिना, मुझे गुनाहगार बता दिया। मैं हूँ टूटे ख्वाबों से जिन्हें फिर भी मैं बुनता चला गया। मैं हूँ उलझे विचारों से जिन्होंने मुझे कविताओं में ढाल दिया। मैं हूँ मेरे अपनों से जिन्होंने दर्द में भी मुझे हँसना सिखा दिया। मैं हूँ अपने जिगरी यारों से जिन्होंने हारी हुई लड़ाई भरोसे से जीता दिया। मैं हूँ तेरी मोहब्बत से जिसने नफ़रत भुला दिया। मैं हूँ तेरी शख़्सियत से जिसने सिर उठाना सिखा दिया। मैं हूँ हक़ की लड़ाई से कुछ अनुभव से, कुछ पढ़ाई से, कमज़ोर रहे ना कोई, जिसने भलाई सिखा दिया। मैं हूँ लंबे इंतज़ार से जिसने धैर्य सिखा दिया। मैं हूँ ड्रीम अ ड्रीम से जिसने खुद को खुद से सुनना सिखा दिया, प्रोसेस को प्रोसेस करना और ठहराव (pause) का महत्व अनुभव करा दिया, तुमको मुझको सुनना सिखा दिया। मैं हूँ अभी आभार से उनका जिन्होंने जीवन समझा दिया! ~luvone CTS 2025
Throughout this year, one question kept showing up in almost every training and workshop—not as formal data, but as a lived context shared by teachers. Nearly every batch had teachers who carried this question with them. And honestly, I never felt it was wrong. It comes from their lived experience. They are the ones who stand in classrooms every day with children. We facilitate trainings and return, leaving behind a space—one where teachers slowly feel ready to go deeper into the question, sometimes in silence, sometimes with discomfort. The question usually sounds like this: “The government provides meals, uniforms, textbooks, and scholarships. Still, children don’t want to come to school. Why? ” As soon as this is said, many teachers nod in agreement. As the conversation moves ahead, some add: “Parents don’t value education.” “They don’t understand the purpose of schooling.” As a facilitator, I placed my own question in that space. I said: “I agree that these provisions exist. But if...
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