Helping kids realize their full potential.


The idea of red lorry yellow lorry perhaps started before we were placed in our school at Teach For India, but it really grew in the time we spent away from the classroom after the Fellowship.


Sree (Shomasree Majumdar) and I (Safdar Rahman) were two Fellows in Seelampur in the cohort of  ’12 and had known each other well before. However, we collaborated on a play called ‘haroun ki dilchasp kahaani’ which we performed with kids from various schools at the end of our Fellowship. Special mention goes to Ghazal Gulati, who basically put things in place for the play. When we spent time doing our own things after the Fellowship (Sree travelled and volunteered at various places, I was working on a feature film in Bangalore), we realized we were missing what we really wanted to do – which was basically to have fun with kids.  And watch them grow in a space which they owned, where they set their own rules and wrote their own script. Social inclusion was something that we both passionately believed in, and there in we formed our crux.

We are a small organization with small dreams. We look forward to doing more workshops, reaching out to more kids and letting more kids find their own voice. What they choose to do with that voice, is up to them.

We’d love to unearth a future film maker, or a Pulitzer winning author or a talented architect, but that’s not our aim. 🙂

At red lorry yellow lorry, we like to call ourselves a spark. A spark that believes that children should have a voice and like any other voice, one that needs to be nurtured, protected and allowed to flourish.

We are just starting off on two projects currently. The first, (not very imaginatively) called the Pilot Project, is a six month program where we run simultaneous workshops in high-income schools and in shelters, focusing on six different facts of the arts. These workshops are facilitated by young talented professional artists, thus also providing mentorship to students who may wish to engage with the arts at a deeper level. We then try and facilitate interactions between the two groups of students and exhibit their work collectively.


The second project is called the Film Lorry Project where we train four young adults from the shelters that we’re working with in the art of using a camera. This is a year long project divided into two halves. The first where the students study the camera and know the living daylights out of it. The second where we organize paid gigs, weddings, events for them to shoot with the support of our training team. We also hope to be able to raise enough revenue to help our students shoot a documentary film, thus giving them an opportunity to express themselves in ways unprecedented. The aim is that students are professionally skilled by the end of the year to be able to atleast find jobs at local videography stores/assist wedding photographers/work in the audio visual industry as camera assistants.


Aawaaz (3)

While working in the education sector, we had been noticing that school curriculum was gravely lacking. Somehow “educated” didn’t equal “knowledgeable”, “aware” or “smart”.  Children were becoming mute spectators of information and machines of rote-learning.  We knew that we had to start working to supplement existing school curriculum to make students more aware and more critical thinking individuals. Furthermore, seeing how disconnected curriculum was from real world developments, we realized that it became important to educate students about important things that concern their day-to-day lives, such as politics, religion and the environment, gender sensitivity, society, rights etc. Most importantly, we wanted to make coming to school and attending school more fun than it was. So we started Project Awaaz.


It was started as Teach For India Fellows’ initiative by us – Two 2013 Fellows – Tarang Tripathi and Puneet Prakash, along with Vibhor Mathur, a Hindu College graduate who has worked with various NGOs, and in collaboration with Teach for India since 2012(Project Leap). It was subsequently joined by another 2013 Fellow Pooja Pal. Currently our core team consists of Tarang Tripathi, Pooja Pal, Vibhor Mathur and two 2014 fellows, Juhi Kumari and Jatin Ahuja.

Our work is aimed at building a platform where students can explore themselves and give voice to their thoughts. We want to work towards making our students more confident, better decision makers and well informed.           Through our activities, we seek to ensure that students become more participative and responsive. We train students in:

  • General Awareness
  • Public speaking
  • Critical thinking

In our previous phase, we worked with 25 TFI classrooms in over 20 schools. The phase culminated with a showcase where over 80 children expressed their views on diverse topics in the field of politics, religion and environmental concerns. We saw students who would not interact in class get up on stage and confidently talk about issues which even most adults shy away from. The success of the showcase made us realize that even we hadn’t properly understood the magnitude of problems in the current education system, and how much more there is to student than his academic brilliance. Currently we are preparing for our second phase with TFI and MCD classes and are also starting our work with private schools.



We started Alohomora in December 2014 with the objective to help children, across income segments, realize their potential through experiential workshops, meaningful interactions and live projects with partner social organizations. We want to enable entrepreneurial mindsets like taking initiative, perseverance, inter-personal skills, creativity, resourcefulness and taking charge to turn children into problem solvers of future.

We have designed 3 different modules to impart key entrepreneurial skills.

  1. Children for Change – A design thinking workshop which focuses on skills of taking initiative, problem solving, understanding perspectives and project management for grades 4 to 12.
  2. Talk Up – An expression building workshop encompassing various forms of communication – theatre, role plays, discussions, debates, negotiations and on-stage presentations for grades 4 to 7.
  3. LifeSkills – A workshop to teach values and life skills to children through games and activities. Each exciting activity focuses on 1 skill and builds on the learning’ through the workshop.

11130234_819921004767372_7518225439490151877_nOur flagship event, ‘Children for Change’ focuses on problem solving skills and citizenship by getting children to learn ‘Design Thinking Framework’ and apply their learning to a live challenge presented by a social organization. We are also designing an entrepreneurship development construct for students at-risk of dropping out of formal education system. The first edition of ‘Children for Change’ in May’15 saw participation from 3 NGOs – Raahgiri Foundation, Indus Action and Khel Khel Main and 9 top schools of NCR including The Heritage School, Pathways World School, Mothers International etc.

DivakarWe, Parinita Jain and Divakar Sankhla, are Fellows of 2012 cohort. Divakar, with about 5 years of corporate experience, also supports some NGOs and is passionate about involving children in the process of societal change. Parinita, a graduate from Univ. of Michigan, is passionate about deriving learning experiences out of games and activities. We are a small and energetic team of people with a healthy mix of experience and exposure. Our facilitators have studied in renowned institutions like IIT, IIM, Univ. of Michigan and have substantial corporate experience with organizations like Citibank and PepsiCo.


We definitely are elated!

pic3 (1)The feeling of getting the students through the board exams and into college is quite inexplicable. When we look back today, it brings a flash of memories…every single one carved so well in our minds. This school is indeed unique- totally one of its kind!

8 hours in school, seemed unimaginable. Not just for students, but even teachers. It all started with putting down procedures, school values, uniforms and schedules. Even then it was a daunting task. But we worked as a TEAM.

The school has been functioning keeping in mind certain crucial pointers to provide a holistic learning experience. These questions have guided the team at every stage of the design – investing the parents in the mission through an orientation program, choosing a long eight-hour-day of instruction (as opposed to five-six hours in most other schools), spending break-time with students building personal relationships, doing remedial classes before and after school and even on holidays, having a daily reading slot, choosing to focus on theme-based units in languages despite the pressure to finish the textbooks, giving career awareness and exposure to students, offering career guidance and counselling support through a structured advisory program – where each teacher acts as a parent for a group of students, guiding them through day to day challenges.

The school values are what we see most of our students living by. Not just the students, many teachers, at different points in time have exemplified these values.pic1

Challenges? A zillion. It wouldn’t be wrong to say that every passing week brought a fresh challenge. As our Advisories (Counselling sessions) with the students progressed, we began to come to terms with the harsh realities of our kids. Some lived without electricity; some woke up at 4 am, cleaning cars to gather money for daily expenses. Some faced the brutalities of being a girl child, while others traveled for more than an hour and a half to get to and from school. Each student gave it their best shot. As teachers, the challenges spanned from catering to mixed learning levels to using eight hours in the best possible manner. Being at the top of our planning and keeping in mind the big picture. Working together to mentor students who struggled the most, as well as creating rigorous activities for the high performing students. Enveloping values with every class while being very strict about behaviour expectations. Making students ready for life, while not losing the sense of their day-to-day difficulties. Addressing student needs while keeping in mind the parent expectations.

The focus was never only the board exams. We did tend towards this goal, but were always mindful of becoming better humans, making our little contributions to the society and eventually being happy.

Today, when we look at the kids seeking admissions to the allotted colleges, cheering each other for making it to some of the top colleges, supporting each other to make choices, volunteering with us to help out in the art class or simply being around in school, convincing their parents of their choices and making such crucial life decisions, we are filled with immense pride, joy and hope.

Our school leader often spoke of Truth and Hope. And we have not only witnessed but also been active participants- both producers and consumers- of this play of Truth and Hope.

Chinmaya Potnis teaches literacy at the Acharya Vinoba Bhave School and was a 2012 Teach For India Fellow.


iTeach – A Collective Action Story.


iTeach is an organization that started in Pune through the collective efforts of two 2013 Fellows – Soumya Jain and Prashant Mehrishi . I teach has two parts to it – the iTeach Fellowship and the iTeach Schools. The general idea is to try capture best practices by creating excellence in the iTeach schools and distribute it out to other teachers, schools and kids through the iTeach Fellowship.

Soumya Jain tells us more about iTeach and talks about the efforts of various people within Teach For India who helped with the setup of the iTeach Schools and in training teachers for the iTeach Fellowship.

The iTeach Schools

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iTeach schools are two grade 8 to 10 schools started with the objective to provide quality secondary education to students since Government Schools end at grade 7 in the Maharashtra Schooling System and there is a huge dropout rate.

In Pune alone there are 330 PMC schools but only 26 of them go all the way to grade 10. There are 50 English Medium Schools and only 2 of them go up till grade 10.

For now, Sweta Sarkar and I TFI’13 are leading the two schools with around 120 kids in each school spread across 8th and 9th grade.  Both the schools are running in Public Private Partnership (PPP) where the Government is providing the infrastructure to us. Both the school has 8 teachers and supporting staff members.

The iTeach Fellowship

The main focus here is to provide high quality new teachers to high need schools. We work to recruit teachers who graduate out of B.Ed colleges with a high theoretical knowledge base and we put them in low income private schools and train them on the job for  the first year, and it’s a paid Fellowship.  These teachers are to stay in the system in the long term and we started the program with an attempt in giving them strong start. We hope we can flood the system eventually with great teachers in all schools.


It all started because during our Fellowship our hearts went out to teachers.  Prashant and I, met at the Entrepreneurship Club which the Pune Staff Team had started, during our Fellowship. We got talking about the many issues plaguing the education sector, but we realized soon that we both agreed that teachers were blamed for the low student outcomes but they did not have enough support to do better.  The way we saw it, it wasn’t the teachers failing the kids, it was the system failing the teachers despite the best efforts of the teacher. It wasn’t an issue of the lack of hard work or not knowing what to teach, but of not knowing the best way to teach and lack of support and motivation.

Last year we piloted our teacher training program with around 50 existing teachers across two schools as our Be The Change Project (BTCP). Through reflections and learning, we decided to switch our model a bit and now we hire the teachers ourselves, assign them to schools and train them for the first year.  Ours is a social enterprise instead of a non-profit organization, as we expect the schools to pay for the teachers we provide for them and provide a premium since we are working to select high quality teachers and train them.

Who are the people that made this possible?


The unique thing about our Teacher Training Program was that we didn’t want to duplicate efforts to create our own . We knew there was so much expertise already out there . We created partnerships, with Arvind Gupta to get science resources, with Teach For India, for English and Math training, with Firki for General Pedagogy and with Bhartiya Jain Sangathan for value education. In total we tied up with  6 organizations.  Just like Flipkart is the aggregator platform for different brands and products ours is an aggregator platform for training. In addition to the support from the above mentioned organizations, we  went through an accelerator program for 3 months that was sponsored by Teach For All, and it really helped us define our business model so by the beginning of this academic year we were all set to start.

With respect to the schools, we are a lot of people from the 2013 cohort, plus the Teach For India Staff in Pune. Sandeep (the City Director of Teach For India Pune) and Dhwani Thakkar (the Development Manager )helped us raise most of the funds. Sandeep had a very clear vision around having two schools for our kids going to secondary since the start and he was the one who pitched the idea to the board and then to second year Fellows last year, inviting them to take up the responsibility of setting schools us post the Fellowship which is where I came in. The Aspiring School Leader Committee started by Sandeep and Adhishree Parasnis (the Alumni Impact Manager), made me really interested in the idea of School Leadership especially on the day when we went through story of KIPP schools in the US. Anil Borkar (the Community Liason Officer) and Ashwath Bharat (the Governement Relations Manager) helped  us to get permissions and get everything down on paper, they supported us through spending  more or less every afternoon with the Shikshan Mandal pushing this process to getting the school building.


In the list of 2013 Fellows, like I mentioned before  – Prashant and I were the Cofounders – while I lead the iTeach schools, Prashant is responsible for the iTeach Fellowship. It’s a 70-30 split for the both of us where we support each other.  I am also serving as the School Leader for one of the School and Sweta Sarkar is heading the other school.  Shreyas Vatsa and Mohini Pandey have joined as teachers with us, which is essentially something like their 3rd year of the Fellowship and they have supported us immensely in aspects other than teaching. They are helping to really define what excellent teaching could be for Secondary School. Shreyas works a lot on team building and the set up for the school while Mohini works on things relating to curriculum and parterning with the Akanksha Foundation, Kendriya Vidyalaya and Avsara Academy to learn more about what 9th and 10th curriculum looks like. We also have three, 2014 Fellows and one 2015 Fellow who will be completing their Fellowship at the iTeach Schools now. From getting quotes from Vendors for Benches, to finalizing what kind of uniforms the kids will have the team has worked immensely on every aspect. We had 2 other 2014 fellows who helped us  in getting students by going to the community and informing the parents about our schools, and investing in them to enroll their kids. It is with this strong team and the support that we have received that it has been possible to run iTeach successfully so far.

Raman’s Reflections from the Transformative School Leaders Workshop in London


I head Shanti Niketan English School, which is situated in Village Areri, in a small town called Mahemdavad in Gujarat. The mission of my school is to bridge the quality of education offered in bigcities in villages. It is a partner school of Leadership Boulevard Private Limited. My work as the School Leader is to coach teachers, students and parents towards a better life path and to look after the smooth functioning of the school in all other areas – operations and enrolments.

I got the golden opportunity to be a part of Transformative School Leaders Workshop along with two other TFI Alums who are School Leaders currently – Rahul Gupta and Jayeeta Saha. The workshop was held in London in the month of March. It was a fantastic week of learning, where I got a chance to even reflect on my own journey as a School Leader and also got to interact with School Leaders from across the Teach For All Network (there were 8 other School Leaders/Vice Principal from different countries). We spent the first day getting to know each others’ life stories, having a discussion about what makes a school transformative and what are the important characteristics for our contexts. The second and third day were spent in observing different schools, and getting to talk to the School Leaders of those schools. The last day comprised of several brainstorming and knowledge giving sessions where we decided the top 3 priorities for our schools and what qualities do we (as School Leaders) need to be having to be able to accomplish those priorities.

I saw three different schools – Reach Academy (, King Solomon (, and Oak Hill Academy ( All the three schools were great examples of academic excellence and had clear core values to make sure that students get there. Each person I saw and interacted with in each of these schools seemed really passionate about what they were doing and every person knew the end goal – providing an excellent education to all the children in their schools.

11079612_10204440482231976_2574206173902743986_nHowever, one thing that I missed out in this trip was asking one question – “How has been the journey of the teachers there and whether the work that they are doing in those schools havechanged their way of thinking (towards children’s education) in anyway? What are the things that they believed will never happen, but have happened with the children? And what has caused that shift in the mindset?” I shall surely keep this question in mind for future trainings!

Overall, the trip helped me in a lot of ways. Soon after I got back, I introduced the system of“Coaching Hours” for the students in my school (I saw remedial classes happening there for students every day, so I thought of doing something similar in my school) where all teachers spend time on remediating specific subjects every 1st and 3rd Saturdays to all students in school. I created a Teacher Development Plan wherein I specified vision for all my teachers in general and I am working on it currently. The trip gave me the time out to reflect on what my strengths and weaknesses are, and ofcourse the motivation to do more each day. I have a 100 children in school now (I started with 50 when I started), and I look forward to reaching out to more in the near future!

Raman Bahl was a 2012 Teach For India Fellow