In the Heart of Raishyabari: A Teacher’s Journey to Inspire Young Minds
April 2025
story at a glance
In the remote Dhalai district of Tripura, surrounded by thick forests and tough terrain, sits Raishyabarri English Medium School. Here, Ashok Kumar Das, a 42-year-old Chemistry teacher, works hard to teach 347 students from the local Kokborok-speaking community. Getting to the school isn’t easy, but Ashok’s commitment to his students keeps him going.
With 18 years of teaching behind him, Ashok knows his job well. But Raishyabari brought new challenges. Most of his students only speak Hindi or Kokborok, so teaching science in English or Bengali was tricky. Instead of giving up, he found ways to make it work. He used simple examples from everyday life and did experiments with things they could find around them—like kitchen items for chemical reactions or household bits for circuits. This made science feel real and fun for his students.
Teaching in such a cut-off place wasn’t simple. Ashok wanted better ways to teach but didn’t have access to new ideas. That changed when he got picked for a five-day training course in Dumburnagar organised by SCERT in collaboration with The Transform Trust under the MT Jantu das. The course was about making science hands-on and interesting. At first, the English lessons were hard for Ashok, but he stuck with it. The training showed him new tricks - like testing food, working in groups, and discussing ideas together. It gave him loads of fresh ways to teach.
Back at Raishyabari, Ashok started using what he’d learned. He stopped just talking to his students and got them involved instead. They did experiments, worked together, and explored things themselves. Knowing they struggled with English, he let them share their thoughts in Hindi or Kokborok. This helped them understand better and feel more confident. The classroom turned into a place where they could ask questions and figure things out.
For Ashok, it’s not just about passing exams anymore. He wants his students to think for themselves and use what they learn in real life. They’ve gone from being unsure about science to loving it, always ready to try something new.
Now, Ashok has bigger plans. He wants to hold science exhibitions so his students can show off what they’ve done. He’d also like to team up with other teachers to make learning materials that fit their community. His goal is to keep education strong, even in a far-off place like Raishyabari.
Despite the tough location and lack of resources, Ashok keeps pushing forward. His story is about sticking with it and working hard to help his students. In the middle of Tripura’s forests and hills, he’s proving that good teaching can change lives, no matter where you are.
The Challenge
Raishyabarri English Medium School, nestled in the remote Dhalai district of Tripura, faces significant educational barriers. The school, serving 375 students from the indigenous Kokborok-speaking community, struggles with language limitations and resource scarcity. The terrain makes access difficult, limiting professional development opportunities for teachers.
Ashok Kumar Das, a dedicated Chemistry teacher with 18 years of experience, found it challenging to teach science effectively. "Most of my students only understand Hindi and Kokborok. Explaining complex scientific concepts in English or Bengali was frustrating—for both them and me," he shared. Many students disengaged from lessons, perceiving science as too abstract or difficult. With limited access to modern pedagogical tools, Ashok relied on basic textbooks and verbal instruction, making science feel distant and theoretical.
Local community members expressed concerns about the students' limited exposure to hands-on learning. "We want our children to understand and enjoy science, not just memorise it for exams," said a parent. There was a clear need for an intervention to make science engaging, relatable, and accessible.
The Intervention
Transform Schools, recognising these challenges, introduced a five-day Teacher Professional Development (TPD) training in Dumburnagar. The programme aimed to equip teachers with interactive, hands-on teaching strategies to make science more engaging. Led by Master Trainer Jantu Das, the training focused on experiential learning, peer collaboration, and practical demonstrations.
Ashok was initially apprehensive due to the training being conducted in English. However, through structured group activities and real-life applications, he soon grasped innovative teaching methodologies. Sessions included:
• Food testing experiments: Helping students relate chemistry to their daily lives.
• Collaborative learning techniques: Encouraging peer discussions to bridge language gaps.
• Simple, locally sourced science experiments: Demonstrating concepts using household items, making science tangible and interactive.
The training not only introduced Ashok to fresh pedagogical techniques but also reignited his passion for teaching. He left with a renewed vision—transforming his classroom into a space where students could actively participate in their learning.
Outcomes & Impact
Upon returning, Ashok immediately implemented his learnings. He shifted from traditional lecture-based instruction to a facilitative approach, allowing students to experiment and collaborate. Language barriers, once a major hurdle, were addressed by encouraging students to express their observations in Hindi and Kokborok.
The results were striking:
• Engagement and Participation: Classroom participation increased significantly, with students eager to conduct experiments and share findings.
• Confidence Boost: Previously hesitant students now actively discussed scientific concepts. "Before, I was scared to speak up in class. Now, I love doing experiments and explaining them to my classmates!" shared Rakesh, a Class 8 student.
• Academic Improvement: Within six months, assessment scores in science improved by an average of 20%. Students showed better conceptual understanding, moving beyond rote learning.
• Teacher Growth: Ashok, now more confident in his methods, became an advocate for interactive learning. "This training has changed the way I teach. My students are learning, questioning, and exploring—science is no longer a burden for them," he said.
These changes have set students on a trajectory towards greater academic success, equipping them with problem-solving skills and scientific curiosity that extend beyond the classroom.
Key Takeaways & Lessons Learned
The case of Raishyabari highlights key lessons in delivering quality education in remote areas:
• Contextual Learning Matters: Teaching science through real-life examples and localised experiments made concepts more relatable.
• Bridging Language Gaps is Crucial: Encouraging students to express scientific ideas in their native languages built confidence and deeper understanding.
• Teacher Training is Transformative: Investing in professional development creates a ripple effect, benefitting students and the broader school community.
• Community Engagement Enhances Learning: Parents and local stakeholders play a key role in supporting a hands-on, inquiry-driven approach to education.
Looking Ahead & Next Steps
This intervention aligns with Transform Schools’ broader mission of enhancing educational outcomes through teacher capacity building and experiential learning. Moving forward, we aim to:
• Expand TPD Training: Scaling this programme to more remote schools in Tripura.
• Introduce Digital Learning Tools: Supplementing hands-on teaching with accessible digital resources.
• Encourage Teacher Networks: Facilitating collaboration among educators to share best practices and resources.
• Organise Science Exhibitions: Providing students a platform to showcase their learning and innovations.
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By continuously refining our approach, we aim to ensure that quality science education reaches even the most remote corners of India, empowering students with the knowledge and skills to shape their futures.