Engaging in service by teaching English to children at a government school in Surat was one of the most fulfilling experiences of my CAS journey. Alongside two friends, I conducted three interactive sessions aimed at improving the students’ basic English structural and speaking conventions. Since these students rarely experience interactive learning, we had to design engaging lesson plans that would capture their attention while being educational. This initiative required strategic planning, patience, and a deep understanding of effective communication.

LO3: Demonstrate How to Initiate and Plan a CAS Experience

Before stepping into the classroom, careful planning was essential. I worked with my team to create structured lesson plans that covered fundamental grammar, vocabulary, and conversational skills. We ensured that each session built upon the previous one to create a sense of progression. To make learning engaging, we incorporated games, role-playing activities, and storytelling elements. Anticipating possible challenges, such as varying levels of comprehension among students, we developed flexible teaching strategies that allowed us to adjust our methods as needed.

LO4: Show Commitment and Perseverance in CAS Experiences

Teaching in an unfamiliar environment required commitment and adaptability. While we had prepared lesson plans, we quickly realized that some concepts were harder for students to grasp than anticipated. This meant re-explaining ideas in simpler ways and using visual and auditory cues to reinforce learning. Despite facing challenges such as limited classroom resources and occasional language barriers, we remained persistent in ensuring that each child benefited from our sessions. The joy on their faces when they successfully formed a sentence or understood a new word reaffirmed our dedication to the experience.

LO5: Demonstrate the Skills and Recognize the Benefits of Working Collaboratively

Collaboration was a key component of this project. My friends and I divided responsibilities efficiently—one of us focused on vocabulary building, another on pronunciation and speaking exercises, while I worked on sentence structuring. This division allowed us to cover multiple aspects of English in a limited time while ensuring that students remained engaged. Working as a team also meant supporting each other during difficult moments, such as when students struggled with participation. The ability to rely on each other made the experience smoother and more impactful.

LO6: Demonstrate Engagement With Issues of Global Significance

Education is a fundamental right, yet access to quality education remains a challenge for many. By teaching English, we contributed to bridging the language gap that often limits future opportunities for students in government schools. English is a global language that plays a crucial role in career and academic growth. By equipping these students with basic English-speaking skills, we helped lay a foundation for better communication and broader opportunities in their future. This experience reinforced my understanding of how small-scale initiatives can contribute to tackling larger global issues like educational inequality.

LO7: Recognize and Consider the Ethics of Choices and Actions

Teaching comes with the responsibility of ensuring fair and ethical practices. We made a conscious effort to treat each student with equal attention and patience, regardless of their learning pace. Recognizing that some students were more confident than others, we encouraged quieter students to participate by creating a supportive and non-judgmental environment. Moreover, we respected the school’s regulations and ensured that our teaching methods aligned with their learning framework. This experience taught me the importance of ethical decision-making in an educational setting, ensuring that our actions uplifted and encouraged every student.

IB Learner Profile Attributes

Throughout this experience, I developed key attributes of the IB learner profile. As a Thinker, I had to adapt teaching strategies in real-time to cater to different learning speeds and comprehension levels. Finding ways to simplify complex concepts and keep students engaged required creative problem-solving. My understanding of English grammar and communication skills deepened, making me more Knowledgeable in both academic content and effective teaching methodologies. Most importantly, I became a stronger Communicator, learning how to articulate instructions clearly, listen actively, and encourage students to express themselves in a language that was new to them.

Conclusion

Teaching English at the government school was an eye-opening and rewarding experience. It reinforced my belief in the power of education and the role we can play in making learning more accessible to those in need. While I initially approached this project as a way to give back, I ended up gaining just as much—improving my ability to plan, adapt, and communicate effectively. This experience not only strengthened my leadership and teamwork skills but also deepened my appreciation for education as a tool for empowerment.