Saloni is a student of Jyoti’s School, a MCD school from Kirari area. She is from Kirari, Delhi. Saloni, a student in the 4th grade, has always been a quiet and attentive learner. One day, while interacting with her teacher, she expressed how much she enjoyed the way her teacher made learning engaging and fun. Her enthusiasm was evident as she shared how much she enjoyed listening to stories and how they brought joy to her studies. However, Saloni faced a challenge when it came to participating in a special program. The teacher had planned to recite patriotic poetry for Independence Day, and Saloni was eager to be part of it. She wanted to contribute by reciting a poem, but unfortunately, she struggled with reading in Hindi and found it difficult to memorize the poem. With only one day left before the event, Saloni’s teacher had to regretfully inform her that she would not be able to participate this time. This news left Saloni feeling disappointed. Her teacher, however, reassured her that there would be other opportunities to perform and encouraged her to focus on learning Hindi more effectively. The teacher advised Saloni to practice reading and improve her skills, which would help her in future events. Determined to overcome this challenge, Saloni began to visit the library daily to meet with her teachers and read storybooks. Her dedication soon bore fruit when she joyfully shared with her teachers that her parents had enrolled her in Hindi tuition classes. Saloni was committed to working hard to improve her Hindi reading skills. Her teachers were thrilled to hear about Saloni's proactive steps and her determination to succeed. Saloni continued to visit the library every day, eagerly sharing her progress and what she had learned with her teachers. Her story is a testament to her resilience and enthusiasm for learning, and it highlights the positive impact of supportive educators in a student's journey.
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Prince’s story
Prince Patel, a 4th-grade student at one of the MCD
Prince’s story
Prince Patel, a 4th-grade student at one of the MCD schools in Jahangirpuri, Delhi, where our fellow Ritu is appointed, Prince has shown remarkable enthusiasm and dedication toward the school library's activities. His father, Bablu Kumar, supports his interests wholeheartedly. Despite having no prior direct interaction with Prince before, the school's library program provided an opportunity for them to connect. When the library program began, various students were invited to participate, and Prince quickly became an active participant. During one particularly engaging session, Prince expressed his enjoyment and inquired about the possibility of future sessions. His interest did not wane; instead, it grew. Prince has since been deeply involved in all the activities organized, demonstrating diligence and eagerness in completing tasks and staying in touch. Prince's initiative was particularly notable when he took it upon himself to conduct a storytelling session for the younger children in Class A. His efforts extended to storytelling with second graders as well, showcasing his commitment and impressive initiative. He also remembers and actively participates in drawing activities, always joining in with enthusiasm. Prince’s passion for reading and library activities is apparent. His parents actively support and appreciate the library’s programs, frequently sharing pictures of Prince and his friends enjoying the sessions. Overall, Prince's love for the library and his engagement in its activities are evident, and his supportive parents contribute significantly to his positive experience.
Tamanna’s story
Meet Tamanna, who is from Asara village in Uttar Pradesh
Tamanna’s story
Meet Tamanna, who is from Asara village in Uttar Pradesh and now lives in Sheikhpura Bhatta, Haryana. She is a student of Sapna Gupta and Neha Yadav. Before moving to Haryana, Tamanna attended schools in her village. Since her parents enrolled her in a school in Haryana, she has been attending regularly. In addition to her regular school, Tamanna also goes to Maati Pathshala Bhatta, where she continues her learning with the help of dedicated teachers. Recently, Tamanna's family moved to a new home about 2-3 kilometers from Bhatta. Even with this distance, Tamanna makes sure to go to Maati Pathshala every evening. She leaves for her regular school at 7:00 in the morning, attends her classes, and then heads to Maati Pathshala in the evening, returning home around 6:00 PM. Since she started attending Maati Pathshala along with her regular school, Tamanna has noticed many positive changes in herself. She is very grateful to everyone who has helped with her education and supported her journey. Their efforts have greatly impacted her growth and learning, and she wants to thank them for their dedication and support.
Nandini’s story
Nandini, a reserved student from Khargone district in Madhya Pradesh,
Nandini’s story
Nandini, a reserved student from Khargone district in Madhya Pradesh, rarely spoke to anyone except her sister. One day, her teacher, Sapna Yadav, noticed her crying in class and gently approached her, but Nandini remained silent. Determined to connect, Sapna invited Nandini to join the other students for a story. Although hesitant, Nandini eventually sat down, and as Sapna told a sweet tale, a smile appeared on Nandini's face. Seeing her joy, Sapna asked if they could be friends, and Nandini smiled wider. After completing a writing task, Nandini proudly showed her work to Sapna, who praised her effort. Gradually, Nandini began to open up, sharing her feelings and fears. With Sapna's support, she grew more comfortable and actively participated in class, marking the start of a beautiful friendship.
Gulzar’s Story
Gulzar is a 5th-grade student at a MCD School in
Gulzar’s Story
Gulzar is a 5th-grade student at a MCD School in Jahangirpuri led by our fellow Ritu. Ritu, who had just started teaching at the school, was new to working with older students like Gulzar. She had mainly worked with younger children before and was not familiar with Gulzar from class 5A or his father, Mr. Ramzan. Initially, Gulzar was known for his mischievous behavior and showed little interest in Ritu. Although he was aware that she was the new teacher, he had never interacted with her. This changed with the start of the school’s Library Program. During the first library session, Gulzar surprised everyone. He eagerly helped organize the students, making sure their shoes were on correctly and that they lined up properly. His initiative to assist Ritu with managing the students and his commitment to maintaining order revealed a side of Gulzar that Ritu had not seen before. As the library sessions continued, Gulzar’s enthusiasm grew. He started asking Ritu questions about the library and took on the responsibility of leading his classmates, ensuring they followed the rules. Though he remained playful, his academic skills, especially in reading, began to stand out. Ritu observed Gulzar’s transformation. He began greeting her daily, offering help with various tasks, and showing genuine interest in her work. His support, respect for her instructions, and active participation in activities became clear. Gulzar’s journey from a mischievous student to a responsible leader highlighted his growth and Ritu’s influence. It emphasized the importance of patience, understanding, and recognizing the potential in every student.
Arshita’s Story
Arshita is a 2nd-grade student from Sultanpur, Delhi, and is
Arshita’s Story
Arshita is a 2nd-grade student from Sultanpur, Delhi, and is a student of our fellow Uma. Despite her young age, she was determined to participate in the program. The principal had given instructions for this program, which added some pressure on how well it should be organized. Initially, Arshita was seen as too young and was somewhat ignored by the teacher. Arshita repeatedly came to the teacher, asking to have her name included in the list for the program. She approached the teacher both inside the library and in the principal's office. Even after being repeatedly ignored, Arshita continued to insist. She even asked, "Madam, have I made any mistake? If I have, please forgive me, but please include my name in any activity for Independence Day. If my name is not included, my parents will be upset and won’t let me come to school." Moved by her innocent plea, the teacher decided to include her in one of the activities and asked Arshita to remember a patriotic song. On the day of the program, even though Arshita’s name was not immediately called, she expressed her concern. After several activities, the teacher finally called her name and invited her to the stage to perform the song. When Arshita performed the patriotic song on stage, she showed remarkable confidence and fearlessness. The teacher was surprised by her performance and regretted having initially underestimated her. Arshita’s performance changed the teacher’s perception, demonstrating that even young students can have impressive potential.
Saloni’s story
Saloni is a student of Jyoti’s School, a MCD school
Saloni’s story
Saloni is a student of Jyoti’s School, a MCD school from Kirari area. She is from Kirari, Delhi. Saloni, a student in the 4th grade, has always been a quiet and attentive learner. One day, while interacting with her teacher, she expressed how much she enjoyed the way her teacher made learning engaging and fun. Her enthusiasm was evident as she shared how much she enjoyed listening to stories and how they brought joy to her studies. However, Saloni faced a challenge when it came to participating in a special program. The teacher had planned to recite patriotic poetry for Independence Day, and Saloni was eager to be part of it. She wanted to contribute by reciting a poem, but unfortunately, she struggled with reading in Hindi and found it difficult to memorize the poem. With only one day left before the event, Saloni’s teacher had to regretfully inform her that she would not be able to participate this time. This news left Saloni feeling disappointed. Her teacher, however, reassured her that there would be other opportunities to perform and encouraged her to focus on learning Hindi more effectively. The teacher advised Saloni to practice reading and improve her skills, which would help her in future events. Determined to overcome this challenge, Saloni began to visit the library daily to meet with her teachers and read storybooks. Her dedication soon bore fruit when she joyfully shared with her teachers that her parents had enrolled her in Hindi tuition classes. Saloni was committed to working hard to improve her Hindi reading skills. Her teachers were thrilled to hear about Saloni's proactive steps and her determination to succeed. Saloni continued to visit the library every day, eagerly sharing her progress and what she had learned with her teachers. Her story is a testament to her resilience and enthusiasm for learning, and it highlights the positive impact of supportive educators in a student's journey.
Prince’s story
Prince Patel, a 4th-grade student at one of the MCD
Prince’s story
Prince Patel, a 4th-grade student at one of the MCD schools in Jahangirpuri, Delhi, where our fellow Ritu is appointed, Prince has shown remarkable enthusiasm and dedication toward the school library's activities. His father, Bablu Kumar, supports his interests wholeheartedly. Despite having no prior direct interaction with Prince before, the school's library program provided an opportunity for them to connect. When the library program began, various students were invited to participate, and Prince quickly became an active participant. During one particularly engaging session, Prince expressed his enjoyment and inquired about the possibility of future sessions. His interest did not wane; instead, it grew. Prince has since been deeply involved in all the activities organized, demonstrating diligence and eagerness in completing tasks and staying in touch. Prince's initiative was particularly notable when he took it upon himself to conduct a storytelling session for the younger children in Class A. His efforts extended to storytelling with second graders as well, showcasing his commitment and impressive initiative. He also remembers and actively participates in drawing activities, always joining in with enthusiasm. Prince’s passion for reading and library activities is apparent. His parents actively support and appreciate the library’s programs, frequently sharing pictures of Prince and his friends enjoying the sessions. Overall, Prince's love for the library and his engagement in its activities are evident, and his supportive parents contribute significantly to his positive experience.
Tamanna’s story
Meet Tamanna, who is from Asara village in Uttar Pradesh
Tamanna’s story
Meet Tamanna, who is from Asara village in Uttar Pradesh and now lives in Sheikhpura Bhatta, Haryana. She is a student of Sapna Gupta and Neha Yadav. Before moving to Haryana, Tamanna attended schools in her village. Since her parents enrolled her in a school in Haryana, she has been attending regularly. In addition to her regular school, Tamanna also goes to Maati Pathshala Bhatta, where she continues her learning with the help of dedicated teachers. Recently, Tamanna's family moved to a new home about 2-3 kilometers from Bhatta. Even with this distance, Tamanna makes sure to go to Maati Pathshala every evening. She leaves for her regular school at 7:00 in the morning, attends her classes, and then heads to Maati Pathshala in the evening, returning home around 6:00 PM. Since she started attending Maati Pathshala along with her regular school, Tamanna has noticed many positive changes in herself. She is very grateful to everyone who has helped with her education and supported her journey. Their efforts have greatly impacted her growth and learning, and she wants to thank them for their dedication and support.
Nandini’s story
Nandini, a reserved student from Khargone district in Madhya Pradesh,
Nandini’s story
Nandini, a reserved student from Khargone district in Madhya Pradesh, rarely spoke to anyone except her sister. One day, her teacher, Sapna Yadav, noticed her crying in class and gently approached her, but Nandini remained silent. Determined to connect, Sapna invited Nandini to join the other students for a story. Although hesitant, Nandini eventually sat down, and as Sapna told a sweet tale, a smile appeared on Nandini's face. Seeing her joy, Sapna asked if they could be friends, and Nandini smiled wider. After completing a writing task, Nandini proudly showed her work to Sapna, who praised her effort. Gradually, Nandini began to open up, sharing her feelings and fears. With Sapna's support, she grew more comfortable and actively participated in class, marking the start of a beautiful friendship.