“Math is boring.” “Math is difficult.” These ideas are as old as the students can remember. It is an idea we have all grown up with, but, Dibyadarshi disagrees. He believes that mathematics is as fun or as dull as the mathematics teacher makes it.  

In Dibyadarshi’s classes, mathematics is fun. Skits and cartoons, generally associated with language and literature classes, are the mainstays of his math sessions. 

“Use of cartoons and skits to deliver the lecture has significantly increased students’ interest in Mathematics.” 

His classes also feature role plays and enactment by students to explain various concepts to the class. This student involvement, he believes, encourages students to take responsibility for their learning as well as boosts their confidence. Most importantly though, teaching the fundamental concepts to the students is his top priority. He states, “I want my students to fully understand the underlying concepts before actually solving the problem. This way the students learn not only for exams but for life.”

He wants to ensure that no child is left behind. His lessons are designed to cater all his students. This approach of teaching mathematics meant that the students enjoyed the classes and it has yielded results as well. However, it was not always so. Despite his best efforts, Dibyadarshi had been unable to cater to all his students. 

Dibyadarshi has been working as a Teach For Nepal mathematics Fellow for over a year now in Shree Laliya Secondary School in Dhanusa district. From day one he worked to ensure that no child is left behind and that no child is overlooked in his class. And given the class size of more than 80 plus students, it's no easy feat. He has tried his best to cater to the requirements of all his students. He tries his best each day to ensure that his class is accessible to the diverse spectrum of students that make up his class.

A couple of months into his Fellowship, Dibyadarshi had just demonstrated some algebraic expressions using different paper cuttings in grade 9 as he had in his previous classes in other grades. The demonstration, he thought, had gone pretty well. But a couple of students stood up and told him, “Sir, we just don’t get it. We are not familiar with these demos.” He was taken aback. He looked around the class, the looks of confusion echoed the sentiments of their friends. He realized he had not taken the learning styles of these students into account. In his excitement with the success of his methods in the other classes, he had lumped students of this class in a common basket. Perhaps the biggest mistake he made.

He would make changes. But, he was lost. This new and fun approach which seemed to do wonders for the rest of the students had failed in grade 9. This thought occupied him throughout the day. He knew change was due.  After mulling over it, he decided to listen to the students. The next day, he inquired with the students, “What kind of lessons do you prefer? I need your opinion.” One student stood up and replied,” Sir, I think you should solve some examples on the board.” Another added, “The demonstrations confuse us.” The rest nodded in agreement.”

From the following classes, he changed his teaching modality for grade 9. He combined traditional teaching methods along with alternative approaches with a focus on problem-solving over demonstrations.  Whereas in grades 7 and 8 his class still remains grounded on practical demonstrations. He shares, “They love the roleplays and demonstrations.” 

Today both sets of students are happy and learning and that’s all that matters to a teacher like Dibyadarshi. He has learned not to be dogmatic about his teaching methodology. To him, all that matters is that his students learn. If the atheoretical approach suits his students best, that’s what he does. He has no qualms about practicing what is often labeled an outdated teaching model if that’s what works for his students.

Dibyadarshi explains, “My classes are now a combination of the traditional teaching methods and the more recent alternative methods. However, when I first started my journey as a math Fellow, I never thought that the traditional teaching method which is the subject of derision amongst the teachers, trainers, and students alike will find a place in my lessons.”

In another instance, Dibyadarshi was teaching word problems in Grade 7. He noticed a few students at the back staring into the void. He felt they must have been distracted and tried bringing them back to the fold. However, it continued despite his best efforts. He recalls, “I assigned the class some word problems and went to those students. I felt they needed further explanations. However, when I went to them, I realized these kids had a long way to go before they would be able to solve word problems. They could barely read and struggled to even write their names.” 

Dibyadarshi started taking two classes simultaneously. In one, he was teaching theorems and word problems. In the other, he was teaching students the basics of reading and writing. It was important that every child was learning in his class. It was impossible for those students to solve word problems that day, but he would start them on that path. 

He shares, “While the rest of the class were solving the mathematics problems, I taught the others to read and write. I addressed these kids individually. Even if they couldn’t do anything else, I wanted them to be able to, at least, write their names.” The students were hesitant and afraid at first. But Dibyadarshi told them they needn’t worry about the lessons now and in time with hard work and practice, they would be able to read and understand the word problems. There were hopeful smiles. They had found a teacher who believed in them and cared for them. 

He adds, " I couldn't dream of teaching them the lessons I was teaching to their classmates, but their learning and participation was as important." Agreeably, what’s important is that all of his students are engaged and that all his students take something from the class every day. That his students had started the journey of learning was what mattered.

This “student-first” approach was instilled in him during his time as a graduate student at IIT Gandhinagar, where he observed the University’s Nyasa initiative run classes for the children of the laborers involved in the various construction projects at the institution. Nyasa’s work to ensure the education of underprivileged children by working with and around the limitations of the children resonated with him. Nyasa’s effort at ensuring that every child got the education they deserved inspired him toward the same goal.

When he came back to Nepal after graduation, he learned about Teach For Nepal’s movement to end education inequity in Nepal. He says, “I really loved Nyasa’s efforts to prevent students from dropping out of school. Teach For Nepal was doing something similar, on an even bigger scale.” It was his chance to give back. It was his chance to ensure no student was left behind. He is now a part of the movement to ensure “One day all children in Nepal will attain an excellent education.”

Dibyadarsi Nepal, holding a Master of Technology in Biological Engineering from the esteemed Indian Institute of Technology (IIT) Gandhinagar, India, is making a significant impact as a Teach For Nepal maths Fellow. Currently assigned to Shree Rashtriya Secondary School in Dhanusa, he is dedicated to providing quality education and empowering students in their mathematical journey.

As part of a larger movement, Dibyadarsi is not alone in his mission. You can support Dibyadarsi and other passionate young leaders by donating to make a difference in the lives of students in public schools across Nepal. With your support, Teach For Nepal continues its mission of bridging the education gap and transforming the futures of these deserving students. Donate now to make a lasting impact on the lives of these students and help shape a better future for Nepal.