sruti teaches

I co-wrote this piece with my colleague and friend Sana. We discuss our experiences and learnings leading a series of professional learning experiences around language during the pandemic. Find Sana at https://www.linkedin.com/in/sana-sohoni. In adapting to classroom instruction during the pandemic, each of us was aiming to bring the most important elements - perhaps joy, trust… Continue reading The language of success: using one pandemic inequity as an opportunity for community and learning →

I was raised in an upper middle-class house. By the time that I was in high school, my family had bought and renovated a large house in one of the country’s most affluent suburbs. I went to an extremely expensive and elite private school (that, to its credit, changed my life) because my parents’ work… Continue reading let’s talk about privilege →

This essay was also published in Feminism in India here. Thousands of women were caught on the ‘wrong’ side of the border separating Pakistani West Punjab and Indian East Punjab. Women such as Piara, Parmeshwari, and Peshawari were listed in long tables counting abducted persons. Others, such as Sudarshana, Ismat, and Zainab were found in… Continue reading Sudarshana’s escape and Veera’s return: two stories of Partition’s abducted women →

When I stepped into my Pune apartment, I wasn’t just hit by the dust, bugs, and general mayhem. I was also struck with an almost reminiscent loneliness. I didn’t have reason to be lonely, really – I’d just spent most of 2020 in D.C. with my parents, whom I genuinely enjoyed living with as an… Continue reading pest control: a memoir →

This is the third post in a blog series attempting to explore the key premises that guided my choices while teaching literature and the resulting consequences for my classroom. Three: Students need to practice being literary critics themselves. Ultimately, students sitting for the Cambridge A Levels will need to take a stance on a text… Continue reading exploring literature instruction in my classroom, part 3 →

This is the second post in a blog series attempting to explore the key premises that guided my choices while teaching literature and the resulting consequences for my classroom. Two: There is no value in having an unsubstantiated opinion. When I first taught literature, my emphasis in instruction was teaching students to argue first, justify… Continue reading exploring literature instruction in my classroom, part 2 →

In my first two years at Avasara, I taught English literature to our first graduating class. I am still learning and understanding the demands of the curriculum and the needs of our students and how to successfully bridge the two. However, the most important choices I made to build critical reading and analytical writing skills… Continue reading exploring literature instruction in my classroom, part 1 →

I co-wrote this piece with my colleague and friend Aishwarya. We discuss our experiences and learnings about coaching from our perspectives as teachers. Find Aishwarya at https://teachingtenets.wordpress.com/. Sruti: It is unambiguously true that we have grown as teachers since we started teaching five and seven years ago, respectively. I believe the growth has been because… Continue reading coaching is empowering: two teachers on being coached →

I believe that reading broadly on gender, poverty, caste, and India is crucial to my understanding of the students I teach. While it cannot replace talking to students, visiting their homes, and otherwise prioritising collecting data on the individual children in front of me, these readings are an indispensable part of my professional learning. This… Continue reading book review: girls on the edge →

This blog post was featured on Two Writing Teachers here. When I walked into the 6th grade classroom, I had Atwell’s workshop model in my mind, but I had never done it. I’d read In the Middle, in parts, and Lessons that Change Writers, in its entirety, but in my Teach for India classroom I… Continue reading teaching english and learning hindi →