Amity University, Noida

Human Values and Community Outreach

Manjil NGO Center

Supervisor – Dr. Neha Suri

Submitted By – Puneet Sharma

BBA-IBAI-3C
A018156422004
 Acknowledgement
It is my distinct pleasure to present this report, and I would like to express my
heartfelt gratitude to everyone who contributed to the successful completion of
this project. Without their invaluable support and guidance, this report would not
have been possible.

First and foremost, I am deeply thankful to Dr. Neha Suri, my faculty supervisor,
for providing me with the necessary guidance and continuous support throughout
the duration of my internship. Her mentorship has been instrumental in shaping
my learning experience. I appreciate the time and effort she invested in reviewing
my work and offering constructive feedback. Her expertise and encouragement
have been a constant source of motivation, and I am truly grateful for her
unwavering support.

I would also like to extend my sincere thanks to all the officials and staff members
of the organization where I completed my internship. Their cooperation,
guidance, and the opportunity to interact with them enriched my learning
experience. Each one of them contributed in their own way, whether by providing
practical insights, sharing their professional knowledge, or giving me the
opportunity to contribute to various activities. Their advice has been invaluable
in improving the quality of this report and helped me gain a deeper understanding
of the challenges and opportunities in the field.

In addition, I would like to thank the entire team for their warmth and support
during my time at the internship. Their willingness to share their experiences and
their guidance during the hands-on activities were crucial in enhancing my
understanding of the subject matter. The collaborative work environment fostered
by the team made my experience both enjoyable and educational.
 Index

1. Introduction
2. Objectives
3. Rationale of the Study
4. Area of Study
5. Methodology of the Study
6. Work Done
7. Results, Observation and Analysis
8. Innovation in Area of Study
9. Learning Outcomes
10. Conclusion
 Introduction

A vital instrument for empowering people and improving communities, education is a

fundamental right. Nonetheless, many impoverished children in India still encounter
obstacles when trying to obtain high-quality education, which impedes their general
growth and prospects for the future. Understanding this, Manjil NGO Center, an NGO
situated in Sector 126, Noida, has been putting forth endless effort to close the
educational gap by giving kids from underprivileged homes access to comprehensive
learning opportunities.

My travels and experiences during my 70-hour internship at Manjil, where I was able
to support the cause of child education, are summarised in this report. In order to support
students' academic and personal development, I had to mentor them, teach a variety of
courses, and lead creative activities. In close collaboration with the kids, I determined
each one's unique learning requirements and came up with ways to successfully meet
them.

The internship enabled me to experiment with cutting-edge teaching strategies while

creating a supportive atmosphere that promoted curiosity and learning through engaging
sessions and customised activities. I gained a thorough grasp of the difficulties
encountered by educators and students in underprivileged neighbourhoods as a result of
the practical experience.

Additionally, because the internship called for strong communication, flexibility, and
problem-solving abilities, it provided a platform for personal development. It also
strengthened my dedication to social work and made me realise how crucial teamwork
is in solving societal problems.

This portfolio offers a thorough summary of the goals, approaches, and results of my
work at Manjil. It highlights the wider effects of the organization's work on the
community while also reflecting on the learning objectives, difficulties faced, and
creative strategies used throughout my internship.
 Objectives
My internship at Manjil was primarily focused on giving impoverished kids high-
quality learning experiences in order to support their scholastic growth. This involved
teaching a variety of foundational courses, including science, math, and languages, in
an interesting way that would motivate students to participate actively and develop a
better comprehension of these topics. Finding the children's learning gaps and offering
tailored help to close them successfully was a large portion of the internship, which
made sure that every kid got the time and attention they required to advance
academically.

In addition to providing academic help, the internship sought to promote the children's
overall development by fostering their ability to think creatively and solve problems via
activities that improved their social, emotional, and cognitive abilities. I aimed to
establish an atmosphere where kids could absorb academic material and cultivate a love
of learning that would inspire them to investigate new concepts and topics on their own
by enabling group discussions, practical learning opportunities, and interactive
exercises.

As part of the internship, I also helped make learning materials like games, instructional
books, and worksheets more accessible to help the kids' academic development. This
was essential to making sure the kids have the resources they needed to participate in
their learning outside of scheduled class time. Instilling a good attitude towards
education, encouraging curiosity, and inspiring the kids to take an active role in their
own education was another important goal. My ultimate objective was to assist Manjil's
overarching purpose, which aims to lessen educational inequity and empower kids by
giving them the knowledge and self-assurance they need for a better future.
 Rationale of the Study

The foundation of both individual growth and social advancement is education, which
gives people the means to end the cycle of poverty and make significant contributions
to their communities. Even with its significance, getting a good education is still
difficult in India, especially for kids from low-income and low-socioeconomic families.
Poverty, a lack of infrastructure, inexperienced teachers, and sociocultural prejudices
are some of the factors that hinder learning and prevent millions of youngsters from
realising their full potential.

The understanding of these issues and the urgent necessity to solve them forms the basis
of the study's justification. The research centres on Manjil, an NGO that is actively
involved in child education and serves as a crucial adjunct to official educational
institutions. NGOs like Manjil provide a secure and supportive learning environment
by bridging the gap between the resources that children require and what is accessible
to them. These groups play a crucial role in making sure that kids from marginalised
areas receive both academic instruction and all-encompassing developmental care.

Documenting Manjil's attempts to enhance the educational achievements of

marginalised children, comprehending the tactics used, and evaluating their effects are
the goals of this study. The internship offered a chance to investigate creative and
flexible teaching approaches that cater to a range of learning requirements by working
closely with the kids through mentorship and instruction. These techniques, which
include interactive group exercises, visual aids, narrative, and activity-based learning,
are meant to make education more approachable and pleasurable for kids who may
otherwise find it difficult to learn using conventional pedagogies.

A crucial component of this research is its conformity to both national and international
educational objectives. The work carried out at Manjil is in line with the Sustainable
Development Goal 4 (Quality Education) of the UN, which places an emphasis on
inclusive, egalitarian, and lifelong learning opportunities for everyone. By recording
and examining Manjil's work, this research hopes to add to the larger conversation on
how grassroots projects might be expanded or duplicated to produce significant and
long-lasting effects.

By doing this study, I hope to draw attention to how crucial it is for communities, NGOs,
and people to work together to create an educational system that ensures no kid is left
behind.
 Area of Study

With an emphasis on meeting the educational requirements of children from

disadvantaged families, the subject of study for this internship is child education.
Manjil, an NGO in Sector 126, Noida, is the site of this study. It helps children from
economically disadvantaged backgrounds by giving them access to high-quality
education and chances for holistic development.

The study's geographic focus was mainly Noida's urban marginalised populations,
where socioeconomic inequality is pervasive. These communities frequently deal with
a number of issues, including unstable finances, a lack of understanding of the value of
education, and insufficient access to educational materials. These kids are frequently
first-generation students who receive little help at home to supplement what they learn
in school. The difficulties students encounter is further compounded by government
schools' inadequate facilities, inconsistent attendance, and language hurdles.

The goal at Manjil was to establish a nurturing educational setting where kids could get
over these obstacles. In order to conduct the study, it was necessary to comprehend the
children's daily lives, including their psychological requirements, personal situations,
and academic challenges. Many of the kids had poor self-esteem as a result of long-
term neglect of their educational requirements, gaps in their core knowledge, and
challenges in courses like languages and maths.

This field of study's reach went beyond classroom instruction to encompass:

• Educational Challenges: Recognising the personal and systemic obstacles that

keep kids from reaching their full potential, such as inadequate parental
participation, a lack of appropriate study resources, and the effect of
socioeconomic hardships on concentration and learning.
• Teaching Strategies: Investigating and putting into practice cutting-edge,
interactive teaching techniques designed to satisfy the requirements of a wide
range of students. To make the learning process interesting and successful, this
includes games, group activities, visual aids, narrative, and activity-based
learning.
• Holistic Development: Promoting children's critical thinking, creativity,
communication, and emotional health in order to address their complete
development. The study also underlined how crucial extracurricular activities are
for enhancing kids' self-esteem and social skills.
• Community Engagement: Seeing the ways in which the community either
helps or hinders children's educational goals. This required comprehending how
 the learning environment is shaped by parents, neighbourhood organisations, and
other stakeholders.
• Impact of NGO Interventions: Assessing Manjil's contribution to resolving
educational disparities as a grassroots organisation. In addition to academic help,
the NGO offers children resources that they would not otherwise have access to,
mentorship, and a secure learning environment.

The fact that this field of study tackles the more general problems of educational
inequality in India makes it noteworthy. In addition to shedding light on the unique
difficulties encountered by urban poor children, the knowledge acquired from this
internship helps to clarify the more significant structural inequalities in the education
system. The research intends to offer helpful suggestions for improving the efficacy of
such efforts in other comparable situations by recording the interventions and
methodology used at Manjil.
 Methodology of the Study

In line with Manjil's objectives to effectively promote impoverished children's

education, the study's approach was created to be flexible, qualitative, and participative.
In addition to documenting and analysing Manjil's current educational methods, the
methodology sought to implement and assess measures that may help close the learning
gaps that the children were experiencing. This all-encompassing strategy included both
hands-on teaching experience and a thoughtful process of comprehending and recording
the difficulties and achievements noted.

First, the technique relied heavily on observation. I was able to evaluate the children's
behaviour, the learning environment, and the patterns of interaction by spending time
in the classrooms. These observations aided in identifying particular educational
obstacles that the kids were facing, such communication impediments, a lack of interest
in standard teaching techniques, and trouble understanding fundamental academic
ideas. Understanding the root reasons of these difficulties—such as a lack of
fundamental information or individual qualities like a lack of drive and confidence—
was the main goal.

A needs assessment was conducted after the observations. Through casual conversations
with the kids, I was able to learn more about their hobbies, academic backgrounds, and
the particular subjects they were having difficulty with. It was essential to comprehend
these difficulties in order to create lesson plans that worked. Furthermore, I was able to
identify more general problems that can impede the kids' academic development, such
the lack of encouraging learning conditions at home. A focused teaching approach that
addressed the most urgent academic deficits was created using the results of this
assessment.

I created specialised lesson plans to address the various learning requirements of the
kids in response to these difficulties. In order to increase student involvement, the lesson
plans included both interactive and creative activities in addition to covering key
academic ideas in disciplines like language, science, and mathematics. To make the
learning process more engaging and relatable for the kids, activity-based learning,
storytelling, and group activities were used. In addition to academics, the lesson plans
sought to foster life skills including communication, cooperation, problem-solving, and
critical thinking.

The technique was centred on mentoring and teaching. The emphasis of the daily
teaching sessions was on using worksheets, visual aids, and practical exercises to
reinforce basic ideas. Because they could see, touch, and interact with the topics being
taught, these techniques gave kids a meaningful way to connect with the content. I
mentored kids one-on-one in addition to teaching in the classroom to offer extra help,
boost confidence, and help with any particular academic difficulties. Students felt more
at ease asking questions and seeking clarification as a result of this personalised
attention.

The concept included engagement activities to provide a comprehensive learning

experience. The purpose of activities like storytelling, group debates, and painting was
to promote self-expression, creativity, and communication abilities. In order to reinforce
lectures while preserving an enjoyable and engaging environment, educational games
and quizzes were also employed. In addition to improving children's retention of the
material, these activities gave them the opportunity to collaborate with their classmates
and hone their social and emotional competencies.

In order to match the teaching methods with the organization's overarching objectives,
cooperation with the Manjil personnel was crucial. Frequent conversations with the
NGO team gave me information about their ongoing projects, which helped me
comprehend the organisational structure and how the ground-level work complemented
the main goal. This partnership allowed for a better understanding of how such
programs may significantly alleviate educational inequities while also ensuring that the
teaching strategies used aligned with the organization's beliefs and goals.

I kept careful records of my actions and advancements during the internship. Each
session's instructional ideas, difficulties encountered, and the kids' responses to the
activities were all meticulously documented. This documentation was a useful tool for
evaluating the effectiveness of the employed techniques and pinpointing areas in need
of development. Best practices and success stories were also documented, with a focus
on tactics that worked especially well for involving and instructing the kids.

Both informal and informal assessments were used to collect feedback in order to gauge
how effective the teaching strategies were. Regular inspections and exams gave a better
picture of the kids' academic development, while direct input from the kids about the
classes and activities helped determine how engaged they were. Through these
evaluations, I was able to gradually modify and improve my teaching methods,
guaranteeing that every kid got the assistance they need to thrive.

In summary, the approach used was intended to be comprehensive and child-centered,

emphasising the children's social and emotional growth in addition to their academic
performance. It sought to meet each child's unique needs and difficulties while fostering
a supportive and welcoming atmosphere that promoted learning. I was able to make a
significant contribution to the educational experiences of the kids at Manjil while also
learning a great deal about the reality of grassroots child education thanks to this
participatory method.
 Work Done

I had the honour of working closely with students in elementary through seventh grade
during my 70-hour internship at Manjil, which gave me a thorough understanding of
their academic paths and the difficulties they encounter. Teaching fundamental topics
was only one aspect of my job; I also had to help the kids I worked with develop their
self-esteem, curiosity, and capacity for personal development. I gained a greater
appreciation for the need of a foundational education, the individual requirements of
each student, and the effectiveness of dynamic, interesting teaching strategies as a result
of the experience.

Regardless of pupils' skill levels, my goal as an English teacher was to foster a love of
the language. I established a welcoming and stimulating atmosphere for the younger
kids so they could study at their own speed without worrying about making errors. I
assisted them in expanding their vocabulary and reading comprehension with
entertaining exercises like word games, flashcards, and interactive storytelling. These
enjoyable and engaging exercises made learning a language seem like a game, which
captivated their attention. As we went along, I gave them increasingly difficult
assignments like reading comprehension and sentence construction, always
remembering to acknowledge minor successes to boost their self-esteem.

I gave extra attention to writing and grammar for the older pupils, especially those in
grades 6 and 7. We concentrated on writing essays, comprehending tenses, and creating
complicated sentences since these pupils need a more systematic approach to learning.
I helped them apply what they were learning in relevant ways by using group
discussions and real-world experiences. I promoted peer review, in which students
would examine and comment on one another's work. They were able to practise
speaking and listening in English, which are crucial aspects of language learning, in
addition to honing their writing abilities.

My strategy in Hindi focused on improving students' reading and writing abilities while
making sure the classes were interesting and available to all. Since they were first-
generation students, many of the kids had little exposure to the language outside of the
classroom. To help students with their pronunciation, I employed straightforward yet
efficient techniques like reading aloud and emphasising fluency and proper
pronunciation. In order to motivate students to construct sentences, participate in
comprehension activities, and try their hand at creative writing, I used creative exercises
for writing. Since a lot of students had trouble understanding abstract ideas, I made sure
my courses were based on real-world situations that they could identify with, which
helped the learning process feel more approachable and relevant.
I also put a lot of effort into making abstract ideas come to life in mathematics,
particularly for the younger pupils. I demonstrated fundamental operations like
addition, subtraction, multiplication, and division using visual aids like charts and
flashcards. Students were better able to understand the fundamental ideas when maths
was made tactile and visual. In order to help the kids apply mathematical processes in
real-world contexts, I also included entertaining, interactive activities like puzzles and
counting games. I introduced increasingly complex subjects like fractions, percentages,
and algebra as I worked with older pupils.

I also made time to concentrate on the kids' personal development and emotional health
in addition to their academic studies. A large number of the kids at Manjil lacked the
confidence needed to succeed in school or in social settings. I thus made time to help
them develop a feeling of belonging and boost their self-esteem. I incorporated the
hobbies and passions of my pupils into my courses by asking them about them in casual
conversations. For instance, a youngster interested in art may practise writing
descriptive passages about their favourite artwork in Hindi, while a student who liked
animals would find themselves studying ecosystems in a science lesson. The students
felt that their interests were being pursued and that the lessons they were learning were
relevant thanks to this individualised approach.

I also focused on helping the kids improve their life skills by emphasising emotional
intelligence, problem-solving, and cooperation. These were vital abilities that they used
outside of the classroom and contributed significantly to their general development. I
planned cooperative projects and group activities to help kids understand the value of
teamwork and clear communication. I saw an improvement in the kids' capacity to work
with their classmates, communicate properly, and solve problems on their own as a
result of these experiences. These life skills were essential in creating an atmosphere
where the kids felt strong, encouraged, and prepared to take on challenges in and out of
the classroom.

Seeing the kids develop not only academically but also in terms of self-expression and
confidence was one of the most fulfilling parts of my internship. Helping the kids reach
their full potential was a privilege because many of them came from homes where
education was not always valued. I witnessed students who had previously been quiet
or reluctant to speak out start to contribute to class debates, exchange ideas, and support
one another with their academic work. The encouragement and support they got, which
was frequently more significant than the academic material we discussed, directly
contributed to their newly discovered feeling of self-worth.

Additionally, I actively participated in planning extracurricular activities aimed at

fostering the kids' social and creative abilities. Students were able to express themselves
and interact with others in a non-academic environment through these activities, which
included storytelling, group debates, and painting. I put a lot of effort into creating a
comprehensive learning environment, and these activities were a crucial component.
They enhanced the academic courses and offered a well-rounded education that aided
in the development of many abilities in the kids, such as emotional fortitude and critical
thinking.

Working closely with the Manjil team during my internship taught me about the
difficulties of running a non-profit organisation and the continuous efforts to guarantee
educational justice. The significance of modifying teaching strategies to accommodate
each child's unique requirements was among the most important lessons I learnt. Some
pupils need more individualised attention, while others flourished in a structured school
environment. To make sure they learnt the content completely, I spent more time with
students who had trouble with particular areas, providing them with one-on-one
coaching and a slower pace. This method reaffirmed the value of flexibility in education
and helped me understand the effects of customised instruction.

All in all, I had a really fulfilling stay at Manjil. It was not only about teaching academic
content; it was also about recognising each child's individual needs, boosting their self-
esteem, and assisting them in acquiring the skills they would need to thrive in the real
world. I acquired priceless knowledge about how education can be a transforming tool
that helps kids reach their full potential and overcome obstacles. My dedication to
promoting educational justice and social development was further strengthened by this
internship, which also reinforced my belief in the value of inclusive, interesting, and
comprehensive education.
 Results, Observation and Analysis
I got the chance to interact with a varied group of kids, from primary to seventh grade,
in a comprehensive educational setting during my 70-hour internship at Manjil. I was
able to witness both the gains these kids achieved throughout the internship and the
particular difficulties they had in their academic careers. The outcomes of my
instructional interventions, my main findings, and an analysis of how these experiences
influenced the overall learning outcomes are presented in the part that follows.

Academic Progress and Engagement

The children's improved academic achievement, especially in core courses like English,
Hindi, and mathematics, was one of the most noteworthy outcomes of my internship.
Students were able to gain a deeper understanding of fundamental ideas because to the
dynamic and captivating teaching strategies I used. For instance, younger kids' reading,
pronunciation, and vocabulary in English significantly improved. They gained
confidence in speaking and reading aloud via exercises including word games,
flashcards, and storytelling sessions. Older children in grades 6 and 7 showed increased
competence in essay writing, grammar, and sentence structure as they advanced. They
demonstrated a better degree of language fluency and understanding by participating in
group discussions and peer feedback exercises.
Similarly, via specialised exercises, pupils in Hindi enhanced their writing and reading
abilities. These abilities were initially difficult for many kids, particularly those from
first-generation educational backgrounds. However, I noticed a discernible
improvement in their capacity to form sentences and connect with the language when I
used relatable examples and participatory techniques like reading aloud and creative
writing activities. With constant support and emphasis on pronunciation and fluency,
the kids were able to develop self-assurance in their capacity to speak Hindi fluently.
The kids' comprehension of fundamental mathematical operations, such as addition,
subtraction, multiplication, and division, steadily improved. By emphasising conceptual
comprehension over rote memorisation, the older pupils found it easier to learn the more
difficult subjects of fractions, percentages, and mathematics. Students were able to
relate abstract concepts to real-world situations by decomposing mathematical ideas
into smaller, more accessible chunks, which improved their logical thinking and
problem-solving abilities.

Confidence and Personal Growth

One of the most obvious results of my internship, apart from academic advancement,
was the increase in the kids' self-esteem. Due to their difficult upbringings, many of the
pupils had poor self-esteem, which made it difficult for them to succeed academically
and socially. I noticed notable shifts in their attitudes towards learning and self-
perception throughout my stay at Manjil. Building their confidence was greatly aided
by encouraging students to speak freely, engage in group projects, and express
themselves during class discussions.

Engagement in Extracurricular Activities

The children's creativity and critical thinking were much enhanced by the
extracurricular activities planned during the internship. These exercises, which include
storytelling, group debates, and painting, were created to enhance the academic program
and provide the kids a well-rounded education. I saw that these exercises gave the kids
a platform for self-expression and helped them acquire abilities outside of the
classroom. They were especially beneficial in improving their teamwork,
communication, and problem-solving skills.

Challenges and Areas for Improvement

Even though the results were generally favourable, some pupils' development was
slowed down by difficulties. There were notable learning disparities because many of
the kids came from homes with little access to resources and high-quality schooling.
Some children needed more help, especially in areas like writing and reading. Time
restrictions occasionally limited the amount of individualised attention I could provide
to challenging students, even though I was able to offer more assistance during one-on-
one sessions.

Analysis
My internship's findings and observations are consistent with previous studies on the
value of interactive, student-centered teaching strategies in fostering both academic
engagement and personal development. Children learn best when they are actively
involved in the learning process and when courses are customised to meet their unique
needs and interests. This is supported by the effectiveness of the activities I put in place,
which included group discussions, peer feedback, and creative exercises.
In summary, the internship at Manjil showed that students can achieve great success in
both their academic and personal lives if they are given the proper setting, resources,
and support. Notwithstanding the difficulties, the kids achieved significant academic
progress, and the knowledge gained from this experience has strengthened my
conviction that all kids should get an inclusive, interesting, and comprehensive
education.
 Innovation in Area of Study
In order to make learning more dynamic and interesting in areas like math, Hindi, and
English, I employed role-playing and storytelling. Students used new terminology to
construct short stories in English, and role-playing characters helped them get better at
speaking and listening. They improved their grammar and sentence structure by reciting
stories in Hindi while utilising new vocabulary. In order to make maths more useful and
enjoyable, I created a mock market where students could practise addition and
subtraction by purchasing and selling.

As a creative way to reinforce learning, I used peer teaching. Pupils were frequently
partnered with classmates who either had a different learning style or were more
proficient in a certain topic. Students were able to reinforce their learning and boost
their confidence in their knowledge by explaining topics to one another in their own
terms during these peer sessions. As kids learnt how to support one another through
difficulties, it also aided in the development of leadership, collaboration, and
communication skills.

I included life skills and emotional intelligence into my teaching strategies. This
involved more than simply academic success; it also involved assisting the students in
managing their emotions, fostering resilience, and honing their problem-solving skills.
I incorporated exercises like journaling and group conversations that let the kids express
their emotions. The children's empathy, communication, and self-awareness all
improved as a result of these emotional intelligence lessons. By doing this, I was able
to establish a learning atmosphere that supported the kids' intellectual and emotional
growth, offering a more comprehensive approach to education.

In conclusion, the kids' educational experiences were greatly impacted by the original
and creative approaches I used when I was an intern at Manjil. I was able to make classes
more interesting and approachable by combining classic teaching methods with
contemporary, interactive techniques like gamification, storytelling, real-world
applications, visual learning aids, and peer teaching. In addition to raising the kids'
academic achievement, these creative methods gave them valuable life skills, increased
their self-esteem, and fostered a passion for learning that lasted a lifetime.
 Learning Outcomes
• Improved Teaching Skills: I was able to create engaging teaching methods that
accommodate students' unique learning preferences and requirements thanks to
my internship. I became skilled at utilising imaginative techniques to make
learning engaging and productive, such as role-playing, storytelling, and
interactive exercises.
• Student-Centered Approach: I discovered how crucial it is to modify lesson
plans to accommodate each student's particular requirements in order to provide
them the assistance they need to thrive both academically and personally. This
method improved my capacity to evaluate pupils' areas of strength and weakness
and provide tailored assistance.
• Recognising Educational Gaps: I became more conscious of the obstacles
impoverished students encounter in obtaining high-quality education, such as a
lack of funding and one-on-one assistance. This realisation was essential for
changing instructional strategies and creating a fairer educational environment.
• Growth of Life Skills: I supported the children's overall growth by including
communication, problem-solving, and emotional intelligence into my lessons.
The value of imparting life skills in addition to academic knowledge was
reaffirmed by this experience.
• Impact of Creative Teaching: I have seen directly how innovative and
captivating techniques, such group discussions, peer teaching, and real-world
applications, increased student confidence, academic achievement, and
involvement. These methods worked well to make abstract ideas more
approachable and enjoyable.
• Cooperation and Teamwork: I gained a better knowledge of how cooperation
with coworkers, stakeholders, and community members can enhance educational
programs by working with the Manjil team. I learnt from this experience how
important collaboration is to reaching shared objectives.
• Personal and Professional Development: I was able to evaluate my teaching
methods, pinpoint areas for development, and modify my approaches in response
to student input and outcomes during the internship. Additionally, it strengthened
my dedication to educational fairness and social progress.
 Conclusion
The 70-hour internship at Manjil provided a priceless opportunity to get insight into the
educational requirements of disadvantaged kids while actively fostering their
intellectual and personal development. I was able to include kids of all ages in
worthwhile educational experiences by utilising interactive, student-centered teaching
techniques. Both academic advancement and the enhancement of the kids' self-esteem
and social abilities demonstrated the outcomes. The value of individualised attention,
innovative lesson plans, and a nurturing environment was emphasised by my work in
English, Hindi, mathematics, and other life skills. I promoted critical abilities like
emotional intelligence, collaboration, and problem-solving while cultivating a better
comprehension of academic subjects through narrative, role-playing, peer teaching, and
practical exercises. The improvements in students' academic performance and personal
development, in spite of obstacles like time and resource limits, confirmed the necessity
of inclusive, interesting, and individualised teaching strategies.

My knowledge of the workings of an NGO and the structural difficulties in resolving

educational inequality has been enhanced by the collaboration with the Manjil
personnel and the community-based approach. The event made clear how important it
is to design a well-rounded strategy that gives equal weight to cognitive learning and
socioemotional growth. My dedication to promoting educational fairness and
encouraging inclusive, dynamic teaching methods that assist children's holistic
development has grown as a result of this internship's good effects on the kids' academic
performance and sense of self.