From Traditional Teaching to Transformative Learning: My Journey with Sahitya Srujani
March 2025
Introduction: A New Perspective on Teaching
“When I first heard about Sahitya Srujani, I assumed it was just another training program. Little did I know that it would change my approach to teaching entirely. I remember standing in front of my class, feeling a sense of stagnation in my methods. But after joining Sahitya Srujani, I realized the power of interactive and creative pedagogy. It was an eye-opener—introducing me to a new world of learning by doing, making my classes more engaging and effective”.
Background
Antarjyami Naik is a Trained Graduate Teacher (TGT) in Arts at Manamunda Government High School, Boudh. The school is located in a rural area and offers only classes 9 and 10, with a total student enrollment of 184. Around 70% of the students belong to OBC category. 29% represents SC and ST category where as only 1% of students represent other castes. The primary livelihood of the locality is agriculture, with villagers spending half of the year engaged in farming and the remaining months working in temporary jobs. Education is considered to be the least priority in the community, as the school experiences very little parental or community participation in any kind of school activities.
Conventional teaching methods often fail to ignite their curiosity. While technology-driven learning is encouraged, there was a gap in integrating creative pedagogies that could make learning more dynamic.
The Challenge
The school caters to students from diverse socio-economic backgrounds, many of whom often face challenges in grasping even fundamental language skills, which leads to irregular school attendance and a decline their interest in study.
Education is considered a low priority in the community, as the school sees minimal parental or community involvement in any school activities. And the same reflects in students' academic achievements. Only about 10-12% of the students demonstrate grade-appropriate competencies, even in subjects like Odia and English. The majority of students show little to no interest in learning during classroom sessions.
As a language teacher at that school, it is deeply disheartening for me, especially when I struggle to spark interest in my subject, Odia – their mother tongue, which they regularly use at home.
Before implementing Sahitya Srujani, my teaching primarily relied on traditional lecture-based methods and ICT presentations. As a result, students often resorted to rote memorisation rather than developing a true understanding or genuine engagement with the content. Many lacked the confidence to express themselves through writing or storytelling, and their limited exposure to creative writing activities hindered the development of their literacy skills.
A significant issue was students’ decreasing interest in books. With increasing mobile addiction, many have lost the habit of reading, affecting their comprehension and analytical abilities. While some students showed potential, they needed structured guidance to develop their skills.
​
The Intervention
Sahitya Srujani introduced a transformative approach to teaching. The training sessions emphasized interactive learning, creativity, and developing language skills such as writing and speaking. "The methodology introduced during the training, along with the approach and pedagogy outlined in the session plan, served as a true eye-opener for me. It guided my teaching in a new direction, and I began integrating a variety of innovative activities into my classroom, including:
• "Kahani Buniba" (Creating Stories: Encouraged students to create and write their own stories, enhancing their literacy skills.
• "Kabita Lekhiba" (Writing poem): Helped students express their thoughts creatively through poetry. Notable students like Monalisha Bagh and Shreya Sahu significantly improved their poetic abilities.
• "Tu Kahile Dina, Mu Kahibi Rati" (Synonyms and Antonyms): Enhanced students’ vocabulary and thinking skills.
• "Kahani Ku Sampurna Kara" (Complete the Story): Improved narrative skills and helped students articulate their thoughts better.
• “Bahi more Ati Nijara" (Book Reading Competitions): Revived students' interest in books, fostering a competitive and enthusiastic learning environment.
“One memorable moment occurred when I introduced the Class 9 English story “A Hero” and asked the students to write an alternative ending. One student, Preeti Meher, impressed me by creatively weaving a plot from a TV serial into her version. It was a clear example of how students’ exposure to various forms of media can enrich and influence their storytelling abilities. That helped me understand better ways of using digital content for improving learners’ engagement.” Antaryami says.
Outcomes & Impact
The impact of Sahitya Srujani was profound. Students became more engaged, confident, and expressive. Some key improvements observed:
• Enhanced Literacy Skills: Students who struggled with writing now actively participate in creative exercises like creating stories of their own, writing reviews of short stories in their textbook, collecting various information from various sources and collating them to share with the school.
• Increased Confidence: Students like Shreya Sahu, initially hesitant, wrote impressive poetry on topics like the environment and school life.
​
• Improved Comprehension: The “Saralartha” section saw better performance, with students answering beyond textbook content.
​
• Revived Reading Habits: The book reading competition rekindled the use of the library, contributing to students’ love for books, reducing their reliance on mobile phones for entertainment.
​
• Interactive Classrooms: My teaching approach became more student-centric, making learning enjoyable.
​
Notably, students demonstrated an ability to think critically and create their own literary works. The transformation in students like Monalisha Bagh, who refined her poetry-writing skills significantly, highlighted the program's effectiveness.
​
Key Takeaways & Lessons Learned
Sahitya Srujani reinforced the importance of learning by doing. The program showed that creative writing and interactive sessions significantly enhance student engagement. Some key lessons:
• Storytelling and poetry writing can be powerful tools in language development.
• Encouraging students to think beyond textbooks fosters critical thinking.
• A student-centric approach makes learning more effective and enjoyable.
• Digital tools should complement, not replace, traditional reading habits.
​Looking Ahead & Next Steps
I strongly believe that Sahitya Srujani should be implemented across all grades. The methodology has immense potential to nurture creativity from an early stage. Moving forward, I plan to:
​
• Integrate more storytelling techniques in my classes.
• Organize more book reading competitions to sustain students’ interest in literature.
• Encourage peer-to-peer learning, where students mentor each other in writing skills.
• Advocate for the broader implementation of Sahitya Srujani across other schools.​​
This program has not only transformed my students but has also enriched my journey as a teacher, equipping me with valuable skills in storytelling and poetry writing. I hope to continue fostering a love for language and creativity in my classroom and beyond.