From Passive Listeners To Active Learners

When I first began creating session plans for classes on Menstrual Health and Hygiene (MHM), I had only a basic idea of what one involved. All I knew was that some form of preparation was needed before stepping into the classroom. My mother, a teacher, always carried a notebook filled with her own class preparations. For years, I wondered what she wrote in it. Looking back, I realize she was making session plans in that notebook she calls ‘Panji’ in Marathi, carefully planning ways to turn passive listeners into active participants in her lessons.

One of my earliest challenges was being assigned the topic of substance abuse prevention for grades 5 through 9. As a newcomer to the field of education, my initial draft was embarrassingly dry and overloaded with lecture notes. I realized if I were a student, I’d likely fall asleep halfway through. Fortunately, I could share this draft with a colleague, who offered feedback. They pointed out that my plan was lecture-heavy and lacked engaging activities. More importantly, they reminded me that students “know more than we assume”.

Connecting Cultural Context To Classroom Learning

One memorable example was from Sukma, where the cultural roots of alcohol, particularly mahua, are deeply embedded. My original draft included a section introducing mahua as a type of alcohol—something that the students already knew well as part of their daily lives. My colleague’s advice prompted me to change my approach, moving away from ‘educating’ students on what they already knew to having an open conversation about their experiences.

When the session day arrived, I opened with, “Today, let’s talk about mahua, a plant deeply rooted in our culture. Quick show of hands—how many of you know about mahua? Has anyone here ever gone to collect it in the mornings?” The students lit up with enthusiasm, eager to share stories about mahua and other locally-produced alcohols. This simple shift—engaging them in a dialogue about something personal and familiar—created a powerful connection. I learned that children are far from blank slates; they come with insights and experiences of their own.

Impact Of Left-Wing Extremism (LWE) On Students

As I worked more closely with students in this community, I started to see firsthand how the ongoing Left-Wing Extremism (LWE) conflict impacted them. The threat of violence looms over these communities, instilling an ever-present anxiety that affects children’s mental health and academic engagement. Children in regions like Bastar experience a profound collective anxiety that disrupts their sense of a ‘normal’ childhood.

In classrooms, this can mean students are often more withdrawn, hesitant to engage, and find it challenging to open up socially. These observations reminded me of the importance of creating a safe space and building trust within my classroom. (Alexander et al., 2004)

Fostering Openness On Sensitive Topics

When I introduced sensitive topics, like menstruation and body awareness, the girl’s initial responses of shyness and hesitance were clear indicators of the need for a more comfortable environment for open conversations. Over the past six months, I had picked up various pedagogical strategies and classroom management techniques, and I quickly realized how important these would be for these sessions.

I knew discussing menstruation would require me to model openness, so I started by sharing my own experiences. This led to the creation of sharing circles, where there was no set agenda, and students could talk freely about whatever was on their minds.

In one of these spontaneous sessions, I shared my story of my first period, recounting where I was, how I felt, and who I turned to for support. This act of vulnerability shifted the room’s dynamic. The girls began to feel that it was okay to be open, and gradually, they shared their own stories. Rajni, a 6th grader, knew about menstruation beforehand and felt prepared, so when her first period arrived, she went straight to her mom. Babli, on the other hand, had never heard of periods and was frightened, worried about her mother’s reaction.

These stories gave us a chance to reflect on how knowledge can shape our experiences and approach to such life changes. This experience not only empowered the girls to voice their thoughts but also allowed them to see me as someone who understood them and who was open to listening without judgment.

Building Collaboration Through Role-Playing Activities

To further build collaboration among students, I incorporated role-playing activities. In one session, the students were tasked with preparing a skit about the environmental impact of improper sanitary napkin disposal. Each student played a role, working together in a scenario to address a shared problem. This setup encouraged active engagement and collective and active learning.

Encouraging Student Confidence And Voice

I also noticed that many students had a fear of public speaking. To help them overcome this, I paired students with one confident speaker and one who was typically more reserved. This arrangement allowed the quieter students to express their thoughts and feelings within a safe, supportive partnership. Over time, I began to see a transformation. Not only did more students start to speak up, but the quality of their interactions also improved. They became more willing to listen, participate, and respect each other’s contributions. This approach fostered a culture of both quantitative growth in participation and qualitative improvement in student expression and collaboration.

Through these experiences, I’ve learned that effective teaching goes beyond structured lesson plans. It’s about engaging students as knowledgeable, valued participants, building trust through mutual sharing, and empowering them to find their voices, both as individuals and as a collective. 

Redefining The Student-Teacher Dynamic

In many traditional classroom settings, students are treated as passive participants, waiting for knowledge to be handed down to them. Reflecting on my own school days, I remember how classes felt like a one-way street—teachers spoke, and we listened. There was no space for sharing our feelings, thoughts, or opinions. The experience was often isolating, even somewhat traumatic, and left little room for genuine dialogue or self-expression.

But true education is more than simply transferring knowledge; it’s a dialogue between student and teacher. The way knowledge is shared can make all the difference. When students shift from passive listeners to active learners, they begin to ask deeper questions, take ownership of their learning, and support each other. 

I’m starting to see some of these behavioral changes among my students. The teaching strategies I’ve used are beginning to show results. Just last week, one student voiced an honest thought: “Didi, we don’t want to study about menstruation anymore. We know enough about it!” This simple comment showed me that they are comfortable speaking up and expressing their own learning needs—a significant sign of agency and engagement. 

Looking Forward To The Next Chapter

I’m excited to follow up with a sharing circle to understand more deeply what aspects of menstruation they feel are repetitive or fully understood, as well as what topics they might still be curious about or eager to explore further. By creating this space, I hope to show them that their voices and opinions are truly valued and that they have a say in shaping their own learning journey …