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HI,
I'M SUCHETHA PRABHU

AN EDUCATOR
SHAPING THE FUTURE

Ms. Suchetha Prabhu

Educator

I am Suchetha Prabhu, a dedicated educator and resident teacher at Pathways School, Gurgaon. With 18 years of experience in the corporate world, having worked with organizations like Evalueserve, Accenture, Oracle, and HDFC Bank, I bring real-world insights into my teaching to make learning meaningful and practical for students.

“ Sometimes it takes a journey to find yourself. Its never too late. Be your best self. Focus on the present and future”

My Philosophy as an Educator

During the IAAT course, my perspective has evolved. Exposure to progressive schools showed me how children thrive in environments that encourage curiosity, hands-on learning, and exploration. Exposure to innovation labs let’s them learn through experience, building confidence and a love for learning. I now understand what Sri Aurobindo emphasized: “The mind has to be consulted in its own growth.” Education should foster discovery, not conformity.

As an educator, I aim to focus on creating a supportive, fear-free environments where children can explore their potential. By nurturing a love for learning and a growth mindset, I aim to help children grow into confident, curious, and compassionate individuals.

“The school should help its young people to discover their vocations and responsibilities…; it should be the soil in which they can grow without fear, happily and integrally”

Jiddu Krishnamurti

I believe education is about helping children discover their passions and grow freely, without fear or judgment. Reflecting on my school days in the 1980s, I remember the discipline and values we learned in a safe environment with large playgrounds. However, the rigid system focused on grades and conformity, leaving little room for creativity or self-expression. At that time, I thought this was what education was meant to be. As Jiddu Krishnamurti said, “The right kind of education comes with individual freedom. Freedom comes with self-knowledge.”

My Initial Beliefs and Assumptions

Prior to joining IAAT, I believed teaching was about delivering content from textbooks, with a strong focus on classwork, homework, and maintaining strict discipline for effective learning. I assumed that all students should learn at the same pace, and success was primarily measured by test scores, with less emphasis on critical thinking or emotional growth. My approach prioritized knowledge transmission over fostering curiosity, creativity, or collaboration.

Key Experiences

As a student of IAAT and as a resident teacher in a progressive reputed IB school, I learned that the IB methodology emphasizes child pedagogy, where students are fearless, view mistakes as learning opportunities, and actively engage as thinkers. They learn from their environment, peers, and through reading, showcasing creativity and critical thinking in role plays, projects, and teamwork. My key learning has been the importance of designing engaging activities to sustain their curiosity and enthusiasm for learning.

Impact of IAAT Course Work

Vygotsky’s theory of social constructivism taught me the value of collaborative learning, which helped reduce students’ fear of participation through group discussions and peer activities. Piaget’s stages of cognitive development showed me that students learn at different paces, so I began tailoring lessons to match their developmental needs. Bloom’s Taxonomy shifted my focus from rote memorization to designing activities that promote critical thinking and creativity. These concepts transformed my approach to teaching, making learning more engaging and student-centered. (IAAT modules)

Personal Growth

Teaching has enhanced my patience and adaptability, emphasizing the value of meaningful interactions with students. I now prioritize giving them thinking time and treating them as equal partners in learning, fostering mutual respect and collaboration. This approach has deepened my empathy and strengthened my ability to support each child’s unique journey.

My Journey as a Learner

My Journey as an Observer

Learning Space Shaped by Students and Teacher

Flexible Classrooms

Spacious layouts with furniture adaptable for collaboration, independent study, or project work.

Student Displays

Dedicated boards to celebrate and showcase students’ work.

Purposeful Zones

Reading corners and calm carpet areas for unwinding and focused activities.

Observing how students utilize and interact within these spaces inspires me to experiment and innovate in designing my future classrooms.

I have always admired teaching as a noble profession for its ability to impact lives. As a resident teacher, I am inspired by my Collaborating Teacher-Ms Padmashree Samir, my mentor- Ms Nidhi Kejriwal and the IAAT faculty, who combined passion, socio-emotional awareness, and thoughtful decision-making to bring out the best in their students. which includes me.”

Teacher Observation

Observations, as emphasized in CDL, help me understand students better and adapt teaching to meet their individual needs effectively.

Getting to Know the Children

Activity Choices

Students often choose hands-on tasks, projects, role-play, or presentations when given options, reflecting their love for active learning.

Peer Interactions

Group work and think-pair-share reveal their communication and collaboration skills.

Learning Styles

Observing task approaches helps me identify kinesthetic, visual, auditory, or read/write learners.

Work Samples

Student work showcases their strengths, challenges, and creativity.

Casual Interactions

Breaks, lunch, and conflict resolution moments offer insights into their emotions and personalities.

Approach to Subjects - Math

Hands-on Learning

I aspire to integrate tools in Jodo Gyan, counters, and visual aids in the future to help students grasp concepts like place value, borrowing, and carry-forward effectively.

Real-Life Relevance

Relatable, story-based scenarios to connect Math to everyday situations, making learning engaging and meaningful.

Focus on Number Sense

I emphasize building a strong understanding of numerical relationships through strategies like decomposing numbers, mental math, and number lines.

Addressing Challenges

Observing common student difficulties, such as borrowing or regrouping, helps me adapt my teaching for greater clarity and student understanding.

Collaborative and Reflective Teaching

I encourage peer learning, provide step-by-step guidance, and plan to incorporate more differentiated strategies to cater to varied learning needs.

By reflecting on student errors and embracing innovative methods, I aim to create a dynamic Math classroom. Incorporating tools and strategies that engage students while promoting conceptual understanding will be my focus as I evolve as a teacher.

Some of Handson activity included in my lesson plan

Doubling and Halving: The students were grouped in groups of 4, they were given a set of beads, candy sticks, straws, Their task was to demonstrate doubling and halving of a given number and explain how they did it.

Read and Interpret units of temperature by way of demonstrating in the Celsius and Fahrenheit thermometer with ice and hot water.

Fractions- Through a story – “Is it really half?” and a hands-on activity. The students were read aloud a story related to fractions that made them come up with a variety of ideas of what is half and represent this with a fraction.

Approach to Subjects - Unit Of Inquiry

Focus on Inquiry-Based Learning and Real-World Connections

I prioritize fostering inquiry-based learning that connects classroom concepts to real-world scenarios, utilizing the Kath Murdoch Inquiry Cycle as a structured framework for exploration, investigation, and reflection.

Engagement and Understanding Through Diverse Strategies

Leverage visible thinking routines to cultivate critical thinking, enhance understanding, and spark curiosity.
Integrate multimedia resources like videos, interactive tools, and digital platforms to support diverse learning styles and deepen engagement.

Empowering Student Agency Through ‘Voice,’ ‘Choice,’ and ‘Ownership’

Encourage students to shape the inquiry process by expressing their ideas (voice), making decisions about their learning (choice), and taking responsibility for their progress (ownership)

Hands-On Learning and Prototyping Opportunities

Facilitate collaborative, hands-on tasks that promote active participation, teamwork, and creative problem-solving.
Incorporate tinker stations for prototyping, experimentation, and innovation, enabling students to test ideas and bring their learning to life

Deepening Learning Through Reflective Practices

Emphasize continuous reflection using tools like the SOLO taxonomy to assess, evaluate, and enhance understanding at every stage of learning.
Foster metacognition by encouraging students to analyze their progress, set goals, and take steps toward deeper, more meaningful insights.

Lesson Plans

Unit Of Inquiry – Grade 4

Math – Grade 4

Circle Time – Grade 4

Testimonials

Collaborating with Suchetha has been an absolute pleasure. Her honesty, fairness, and sincerity shine through in every task she undertakes. I genuinely value her friendship and have cherished the time we’ve spent learning and growing together. Her company makes the journey even more enjoyable.

– Ms. Ruchi Chaudhary (Resident Teacher Buddy)

Suchetha has a very pleasant personality with a calm demeanour. She is a very hardworking and highly motivated person who approaches every task with a positive attitude. She is very inquisitive and always willing to take up challenges. She meets her deadline consistently and is a pleasure to work with. I wish her all the best for the new beginning.

– Ms. Padmashree Samir (Home Room Teacher at Pathways school)

It has been a pleasure to work with Suchetha during her time at I am a Teacher (June 2024- March 2025). She is a sincere, committed, and hardworking individual who consistently demonstrates a passion for teaching and a genuine care for students’ growth and well-being. Suchetha plans lessons… Read More

– Ms. Nidhi Kejriwal (IAAT Mentor)