Teacher - Honourable Prime Minister Sir, greetings! I am Asha Rani from '12 High School', Chandankiyari, Bokaro, Jharkhand.
Teacher: Sir, as a Sanskrit teacher, it has always been my dream to make children aware of Indian culture, which imparts the values and ideals of life through our ancient teachings, or sanskars. With this goal in mind, I have cultivated an interest in Sanskrit among my students and made it the foundation of moral education. Through various shlokas, I have endeavoured to teach them the values of life.
Prime Minister: Have you ever considered that by drawing them towards Sanskrit, you are also guiding them to a vast reservoir of knowledge? This is something that is deeply studied in our country. Have you ever explained to these children what Vedic Mathematics is? As a Sanskrit teacher, or perhaps even during your time in the teachers' room, has there ever been a discussion about Vedic Mathematics among your colleagues?
Teacher: No, Sir. Not yet.
Prime Minister: Well, you should certainly give it a try sometime. Who knows, it might benefit you all as well. There are even online classes available for Vedic Mathematics. In the UK, Vedic Mathematics has already been introduced into the curriculum in some places. Even children who are generally not interested in mathematics might find it captivating, almost like magic, once they get a glimpse of it. They will be eager to learn more. So, through Sanskrit, you could introduce them to some of our country's unique subjects.
Teacher: Sir, this is a wonderful suggestion. I will certainly take it forward.
Prime Minister: Well, best wishes to you.
Teacher: Thank you, Sir.
Teacher: Honourable Prime Minister, my regards to you. I am from Kolhapur, Maharashtra, the same district where Rajarshi Shahu Ji was born.
Prime Minister: Did you get a sore throat after coming here, or is it naturally this way?
Teacher: No, Sir, my voice has always been like this.
Prime Minister: Ah, I see, your voice is naturally like that.
Teacher: Yes, Sir, I am from Kolhapur, Maharashtra, and I am an art teacher at Samalaviya School. Kolhapur is the birthplace of Rajarshi Shahu.
Prime Minister: So, you teach art?
Teacher: Yes, Sir. I teach painting, dance, drama, music, singing, playing instruments, crafts, and other forms of art.
Prime Minister: I can see that.
Teacher: It is often the case that Bollywood or Hindi film dances dominate everywhere, but in my school, where I have been teaching for 23 years, I have choreographed performances based on Indian culture, including folk and classical dances. I have also done the Shiv Tandav Stotra. I conduct large-scale performances, with 200-300 boys, and have organized events such as Vishwi-kram. I even choreographed a performance based on the life of Chhatrapati Shivaji Maharaj, which was recorded at Vishwi-kram. I have performed the Shiv Tandav, the Hanuman Chalisa, and devotional pieces dedicated to the goddess. Because of these performances, I have gained recognition for my work in dance.
Prime Minister: I am sure you must be doing great work.
Teacher: Yes, Sir, I do it myself, and my students also perform.
Prime Minister: Indeed, but what more do you do for the students to whom you have dedicated your life?
Teacher: Sir, the students only do everything!
Prime Minister: What do they do?
Teacher: 300 to 400 children work on a single choreography. And it’s not just the students from my school. I also involve children from the surrounding slum areas, kids of sex workers, and even children in wheelchairs. I invite them as guest performers.
Prime Minister: But those children must be more interested in film songs nowadays, right?
Teacher: Yes, Sir. However, I explain to them the richness and depth found in folk dance, and I am fortunate that they listen to me.
Prime Minister: Let’s hear about it.
Teacher: Yes, I have been doing all this for the past 10 years.
Prime Minister: If a child doesn't listen to their teacher, then who else will they listen to? How long have you been teaching?
Teacher: In total, it has been 30 years, Sir.
Prime Minister: When you teach children through dance, I assume you convey some sort of message through it. What messages do you share?
Teacher: Yes, I create performances with social messages. For instance, I organized a dance drama on the dangers of drinking and driving, which I performed throughout the city as a street play. Another example is a short film I directed called 'Sparsh', where the entire technical crew consisted of my students.
Prime Minister: So, over the past few days, you must have been visiting different people’s homes—this person’s house, that person’s house. You must be quite tired. Did you meet anyone special? Did anyone seek any benefits of your visit?
Teacher: Yes, Sir, many people did, particularly those in higher education. Some even asked if I would be willing to come to their colleges if invited.
Prime Minister: So, it seems you have planned for the future. Does this mean you also engage in commercial programmes?
Teacher: Yes, I do engage in commercial work, but—
Prime Minister: Then you must have a large market.
Teacher: No, Sir, let me clarify. While I do work commercially, I use those earnings for a purpose. I have choreographed for films, but I have also adopted 11 orphaned children. I work commercially to support them.
Prime Minister: What kind of work do you do for them?
Teacher: These children were living in an orphanage and had an interest in art. The orphanage planned to send them to ITI after their 10th grade, as part of their usual practice. I wanted to break that norm, but they initially refused. So, I took the children out of the orphanage, provided them with a space to stay, and nurtured their artistic talents. As they grew, they developed their skills. Now, two of them are working as art teachers, and two others have become dance instructors in government schools under the CBSE board.
Prime Minister: That’s truly remarkable. In the end, it’s an incredible thing you have done. While others may have abandoned those children, you didn’t; you took them in and adopted them. What a noble thing to do.
Teacher: Sir, this is deeply personal to me. I grew up in an orphanage myself, so I understand what it feels like. Back then, I had nothing. So now, if I can give something to those less fortunate, it’s my greatest privilege.
Prime Minister: Not only have you lived through art, but you have lived with values. That’s truly significant.
Teacher: Thank you, Sir.
Prime Minister: Your name, Sagar, really does suit you.
Teacher: Yes, Sir, I feel fortunate to have the opportunity to meet you and to speak with you. It’s a great privilege.
Prime Minister: Wishing you all the very best.
Teacher: Thank you, Sir.
Teacher: Namaskar, Honourable Prime Minister.
Prime Minister: Namaste.
Teacher: I am Dr. Avinasha Sharma, serving as an English Lecturer in the Haryana Education Department. Honourable Sir, I have established a language laboratory for the children of underprivileged communities in Haryana, who come from backgrounds where understanding and comprehending the English language is quite challenging. This language laboratory is not solely focused on English. It also incorporates regional languages and mother tongues.
Sir, the National Education Policy 2020 emphasises the use of Artificial Intelligence and machine learning to enhance children's learning. Keeping this in mind, I have integrated Artificial Intelligence into the laboratory. Tools like 'Speakometer' and 'Talkpal' are AI-driven, helping students learn and master correct pronunciation. I am delighted to share with you, Sir, that I have represented my state in international forums such as UNESCO, UNICEF, as well as in countries like Indonesia and Uzbekistan. The impact of these experiences has been felt in my classroom. Today, a government school in Haryana has become a global classroom where students connect with professors and students from Columbia University in Indonesia, exchanging knowledge and experiences.
Prime Minister: Could you share more about your experience, and how you achieved this, so others can learn from it as well?
Teacher: Sir, Microsoft Scarpthen is a programme that I have introduced to my students. Through their interactions with professors from Columbia University, our children are able to learn about their culture, their language, and the ways in which they advance academically. I would like to share a remarkable experience with you, Sir. When I visited Uzbekistan, I shared my experiences with my students, helping them realise that, just as English is their academic language, in Uzbekistan, people speak their native language, Uzbek, while Russian serves as the official and national language. English is their academic language, which helps them feel connected to the wider world. For them, English is not merely a part of the curriculum. This understanding has sparked a genuine interest in learning English, as they now see that English isn’t just spoken in foreign countries—it’s becoming comfortable and familiar to them. However, learning English is just as challenging for them as it can be for our Indian students.
Prime Minister: It’s wonderful that you're exposing the children to the world, but are you also familiarizing them with their own country?
Teacher: Absolutely, Sir.
Prime Minister: So, are there aspects of our country that inspire them to learn English?
Teacher: Sir, I have focused on language skill development in this laboratory. English has always been part of the curriculum, but understanding how a language is learnt is crucial. The students I teach come from diverse Haryanvi backgrounds. For example, a child from Rohtak speaks a completely different dialect than a child from Nuh.
Prime Minister: Yes, it reminds me of the days when we used to have telephones at home.
Teacher: Indeed, Sir.
Prime Minister: That box is a phone. In our home, sometimes a woman from a poor family would come to help with the work. One day, the phone rang, and she picked it up. As soon as she answered, she said, "Hello." How did she learn that?
Teacher: Sir, that’s part of language skill development. Language is acquired through listening and usage.
Prime Minister: Exactly! That’s why language can be learned so quickly by speaking it. I remember when I was in Gujarat, a family from Maharashtra moved to my place in Nadiad for work. The man was a professor, and he brought along his elderly mother. He spent all day in schools and colleges, but even after six months, he hadn’t picked up the local language. His mother, on the other hand, who wasn’t educated at all, had learnt to speak Gujarati very well. One day, when I went to their house for a meal, I asked her how she had learnt it. She simply said that she picked it up from the housemaid who only spoke Gujarati. Language is learned by speaking it.
Teacher: Absolutely, Sir.
Prime Minister: This reminds me of my school days. Our teacher was quite strict, and we used to be a bit wary of him. Rajaji had written the 'Ramayana' and 'Mahabharata', and everyone was familiar with the dialogues from the 'Ramayana'. The teacher would insist that we read Rajaji’s 'Ramayana' slowly, even though we didn’t know the language well. I knew the story, but not the language. Yet, with practice, I began to understand bits and pieces. Even recognizing just a word or two, I could tell he was talking about Sita Mata.
Teacher: Absolutely, Sir.
Prime Minister: Alright, Very good.
Teacher: Thank you, Sir. Thank you.
Prime Minister: Har Har Mahadev.
Teacher: Har Har Mahadev.
Prime Minister: For the people of Kashi, the day always begins with 'Har Har Mahadev'.
Teacher: Sir, I am delighted to have met you today. I am conducting research on plant diseases at the Agricultural Science Institute, and my primary focus is on promoting sustainable agriculture. Unfortunately, it hasn’t been properly implemented at the grassroots level yet. My goal is to teach farmers easy-to-use technologies that yield unprecedented results in the fields. I also believe that involving children, students, and women is crucial in this effort. That’s why I visit villages with students, working with farmers and encouraging women to get involved as well. With the simple techniques we have developed, we are moving towards sustainability, and the farmers are already seeing the benefits.
Prime Minister: Can you tell me what you have done?
Teacher: Sir, we have perfected a technique for seed purification. We have identified certain local microbes, and when we purify the seeds with these, the roots that develop are already well-formed. This results in a much healthier plant. The plant is less susceptible to diseases because the roots are so strong, giving it an internal strength to combat pests and diseases.
Prime Minister: You are describing the work done in the lab. How do you apply this on the land? From the lab to the land? You say that you are personally going to the farmers. How do they implement it, and how do they get started?
Teacher: Sir, we have created a 'powder formulation', which we distribute to the farmers. They use this to purify their seeds, and we have been doing this for many years. So far, we have introduced this technique in 12 villages around Varanasi, and over 3,000 women are currently learning and using this technology.
Prime Minister: And can these farmers teach other farmers as well?
Teacher: Absolutely, Sir. When a farmer comes to collect the powder, they often take enough for four other farmers as well. Farmers learn from each other by observing, and I’m pleased to say that many more have adopted the technique than those we initially taught. I don’t have the exact number right now.
Prime Minister: Which crops have been most benefitted from this?
Teacher: Primarily vegetables and wheat.
Prime Minister: Our focus is on organic farming, particularly for vegetables and wheat. Those who are concerned about preserving Mother Earth are worried about how we are harming her health. It has become critical to protect the Earth, and organic farming seems to offer a promising solution. There’s ongoing discussion among scientists about this approach.
Teacher: Yes, Sir, efforts are certainly being made in that direction. However, we are still struggling to fully convince farmers to stop using chemicals. They are afraid that if they don’t use chemicals, their crops will suffer.
Prime Minister: There is a solution to that. Let’s say a farmer has four bighas of land. He could experiment on 25%—one bigha—and continue with traditional methods on the remaining three. By dedicating a small portion to organic farming, the farmer will gain confidence. Even if there is a minor loss, say 10% or 20%, it’s manageable, and he’ll see that the rest of his crop is safe. Acharya Devvrat Ji, the Governor of Gujarat, is very committed to this cause and has done a lot of work in this area. If you visit his website—since many of you come from farming backgrounds—you’ll find a wealth of information on organic farming. Everything at the LKM you see here is done using organic farming methods, with no chemicals allowed. Acharya Devvrat Ji has developed an excellent formula using cow urine, among other things, and the results are impressive. If your university studies this as well, you could explore what could be done.
Teacher: Certainly, Sir.
Prime Minister: Alright, best wishes.
Teacher: Thank you, Sir.
Prime Minister: Vanakkam (Greetings).
Teacher: Vanakkam, Prime Minister Ji. I am Dhautre Gandimati. I come from Tyagraj Polytechnic College, Salem Tamil Nadu and I have been teaching English in the Polytechnic College for more than 16 years. Most of my polytechnic students hail from rural backgrounds. They come from Tamil Medium Schools, So they find it difficult to speak or at least open their mouths in English.
Prime Minister: But we often have this misconception that everyone in Tamil Nadu knows English.
Teacher: Obviously Sir, They are rural people who study from the vernacular language medium. So they find it difficult, Sir. For them we teach.
Prime Minister: That’s why the New Education Policy places so much emphasis on the mother tongue.
Teacher: So, we are teaching the English language, Sir. As per the NEP 2020, we now incorporate at least three languages, including the mother tongue, in learning. We have introduced this in our autonomous institution and are now teaching technical education in the mother tongue as well.
Prime Minister: Is there anyone among you who has bravely experimented with this? For example, if there are 30 children in a school studying purely in English, and another 30 children of the same age studying the same subject in their mother tongue, which group performs better? What is your experience? When learning in the mother tongue, a child directly grasps the concept, whereas in English, the child mentally translates the idea from English to their native language, which takes up a lot of energy. Children should first be taught in their mother tongue, and later, English should be taught thoroughly as a subject.
Just as a Sanskrit teacher only speaks Sanskrit while in class, I hope the English teacher also speaks only English from the moment they enter the classroom until they leave. They should be equally proficient in English. It shouldn’t be a mix of one sentence in English and three in the mother tongue. The child can’t grasp the language that way. If we are this dedicated to teaching languages, it’s beneficial. We should cultivate in our children the desire to learn as many languages as possible. For example, schools should decide that this year, they will teach songs from five different states. Learning five songs in a year isn’t difficult. One can learn an Assamese song, or a Malayalam song, or a Punjabi song. And, of course, Punjabi isn't difficult. Alright, wish you all the best!
Teacher: Prime Minister Ji, my name is Utpal Saikia, and I am from Assam. I am currently working as a trainer in Food & Beverage Service at the North East Skill Centre in Guwahati. I have completed six years here and have successfully conducted more than 200 sessions under my guidance. Many of my trainees now work in five-star hotels across the country and abroad.
Prime Minister: How long is your course?
Teacher: It is a one-year course, Sir.
Prime Minister: Are you aware of hospitality training?
Teacher: Yes, Sir. Hospitality, Food & Beverage Services.
Prime Minister: Food & Beverage, What specific skills do you teach in that?
Teacher: We teach students how to interact with guests, how to serve food, and how to provide beverage service. We prepare students in the classroom, teaching them various techniques, such as solving guest problems and how to handle different situations with guests, Sir.
Prime Minister: Can you give some examples? At home, children often say, "I don’t want to eat this," or "I want to eat that." So, teach your technique for handling this.
Teacher: I don’t have a specific technique for children, Sir, but in terms of guests at the hotel, we train students to handle them politely and humbly, listening to their needs.
Prime Minister: So, your focus is primarily on soft skills?
Teacher: Yes, Sir. Absolutely, Sir. Soft skills.
Prime Minister: Where do most of the students who graduate from your institution find job opportunities?
Teacher: All over India, in places like Delhi and Mumbai.
Prime Minister: Mainly in big hotels?
Teacher: Yes, in major hotels. We guarantee 100 percent placement. We have a dedicated placement team that takes care of it.
Prime Minister: Since you are in Guwahati, if I ask Himanta Ji and all his ministers to allow you to train their staff and build their capacity—because guests visit them and they might not even know whether to offer water with the left hand or the right hand—would that be possible?
Teacher: Yes, absolutely. That can be done.
Prime Minister: You might be surprised to know that when I was the Chief Minister of Gujarat, there was a Hotel Management School there. I made it a point that I would have all my ministers and their personal staff trained on Saturdays and Sundays. They decided to teach and even the children working with me, the gardeners or cooks working for me and other ministers were getting trained. We had a syllabus of about 30 to 40 hours. After that, there was a noticeable change in their performance. When they went back home, it was immediately apparent. Their families probably wouldn't notice, but it was surprising for me as to how they had picked up these new skills. It was quite remarkable.
I learnt a lot from that experience. I think we should adopt this approach more often, making it a brand of excellence. Even small things matter, like greeting people politely as soon as they enter, or how government office employees answer the telephone. For example, some people are trained to say "Jai Hind" or "Namaste" when they answer, while others might rudely ask, "What do you want?" That's where things go wrong. Do you train them to handle such situations properly?
Teacher: Yes, Sir! I teach them these things.
Prime Minister: Well, many congratulations to you!
Teacher: Thank you, Sir!
Prime Minister: So, do you have any connection with Borisagar?
Teacher: Yes, Sir. My grandfather was Borisagar!
Prime Minister: Oh, was he your grandfather? I see! He was a famous comedy writer in our community. So, what do you do?
Teacher: Sir, I am a primary school teacher in Amreli, and I have been working there for the past 21 years with the life mantra of building a great nation by building a great school.
Prime Minister: What’s your speciality?
Teacher: Sir, I specialize in our folk songs.
Prime Minister: I have heard that you use quite a lot of petrol?
Teacher: Yes, Sir! Since 2003, thanks to your initiative, our school’s 'Pravesh Utsav' celebration (annual school enrollment festival) on bikes has been a successful program for teachers. Sir, I sing our traditional Garba songs, but I have adapted them to include educational themes. For instance, "Pankheda." With your permission, may I sing it?
Prime Minister: Yes, please do!
Prime Minister: This is a very famous Gujarati folk song, isn’t it?
Teacher: Yes, Sir. It’s a Garba song.
Prime Minister: You have changed the lyrics to encourage children to go to school, to study—teaching them in your own unique way.
Teacher: Yes, Sir, exactly. And, Sir, I can sing in 20 different languages.
Prime Minister: 20? Oh, wow!
Teacher: Yes, Sir. If I’m teaching about Kerala, I sing in Tamil, for example, "Va," meaning come, 'Padharo' in Rajasthani means welcome. I teach singing in Marathi, Kannada and other languages. I salute Bharat Mata, Sir!
Prime Minister: That’s amazing! Very well done!
Teacher: Thank you, Sir. 'EK Bharat, Shreshtha Bharat' is my life's mantra, Sir!
Prime Minister: Wonderful!
Teacher: Sir, I will continue working with even greater energy to build a developed Bharat by 2047.
Prime Minister: Very good!
Teacher: Thank you, Sir.
Prime Minister: When I saw your surname, I immediately remembered your grandfather, who was such a wonderful comedy writer in my state. He was very well known, but I didn’t realize you would carry on his legacy. It’s truly heartwarming to see this!
Friends, I don't have any special message for you, but I will certainly say that this selection is a significant achievement, one that comes after a long and arduous process. I won’t discuss what used to happen in the past, but today the effort is to recognize talented people in the country who are doing something new. This doesn’t mean that there aren’t better teachers than us, nor does it imply that others aren't excelling in different subjects. This is a country, a land of gems. There are crores of teachers doing remarkable work, but the spotlight has fallen on you, indicating that you possess some unique qualities.
Your efforts, especially with regards to the New Education Policy, could be of great value. In our education system, one subject could significantly strengthen our economy, but India has missed that opportunity. We must reclaim it, and it can begin in our schools—starting with tourism.
Now, you might ask whether we are supposed to teach students or engage in tourism. I am not suggesting you become involved in tourism per se, but consider this: where do most school tours take place? Typically, they visit places that the teacher hasn't seen, rather than what the student should experience. If a teacher hasn’t visited Udaipur, they’ll plan a school trip there, collect the funds for tickets and travel, and off they go.
What if, instead, we plan a whole year in advance, setting specific destinations for students of each class? For example, in the academic year 2024-2025, we could determine that the students of classes 8 or 9 will visit a particular destination. Perhaps the school chooses 3 to 5 destinations for the year, and assigns the students projects based on these destinations. Let’s say the chosen destination is Kerala. Groups of 10 students could be tasked with different projects—some researching Kerala’s social customs, others its religious traditions, and some its temples and their histories. Throughout the year, discussions about Kerala would take place, preparing the students for their visit. By the time they actually travel to Kerala, they will have a deep understanding of the place, correlating what they have read with what they see.
Now, imagine if Goa decided that this year, all schools would visit the North East. Let’s say 1,000 to 2,000 students from across Goa travel to the North East. This would not only expose the students to a new region, but it would also boost tourism in the North East. The local population would notice the influx of visitors and realize the need for more services, like tea stalls or small shops. This, in turn, would create employment opportunities.
India is such a vast country, and we are working within the field of education. You could encourage your students to participate in the current online competition, where they can vote on the best places to visit in their state. However, they shouldn’t just tick boxes; they should participate after doing some research. This is part of an effort to identify the top attractions in each state through public voting under 'Dekho Apna Desh'. This will provide online ranking to destinations through voting. Once the voting is done, the government will allocate a budget to develop infrastructure at these sites.
But how does tourism work? It's the age-old debate: which comes first, the chicken or the egg? Some say there’s no tourism because there’s no development, while others argue that tourism itself leads to development. We can address this by organizing student trips to such destinations. A well-planned, overnight stay could encourage local residents to open homestays or other small businesses, boosting the local economy. If we, as schools, collectively plan our trips, we could develop 100 top tourism destinations in India within two years. This shows the revolutionary potential of teachers.
In your daily school activities, tours are often organized, but without proper study or preparation. If you study a place thoroughly throughout the year and then visit it, not only will it enrich the students’ education, but it will also benefit the local economy. I encourage you to take your 8th or 9th grade students to visit a nearby university at some point. Contact the university and let them know that your students would like to see it.
When I was in Gujarat, I had a rule. If I was invited to a university convocation, I would agree to attend, but I would bring 50 guests with me. The university would always wonder who these guests were. When a politician says this, they often assume it means followers or supporters. But I would clarify that the 50 guests would be children from nearby government schools, especially from poorer areas. These children would sit in the front row during the convocation.
When these children, from very poor families, witness a convocation, it plants a dream in their minds—someday, I too will wear a cap and gown and receive an award. This feeling gets deeply embedded in their consciousness. If you take your students to a university and show them the importance of such events, it will inspire them in ways you can’t imagine.
Similarly, for sports events, consider this: when a block-level sports competition occurs, it is often the PT teacher and the participating students who attend. However, the entire school should ideally be present to watch and support. Even if it’s a Kabaddi match, we should be there, cheering on the sidelines. Observing these events can inspire students to become players themselves, and players may feel a sense of pride, believing they are not just representing themselves but their community as well.
As teachers, we should continuously seek innovative ways to enhance such experiences. By adding a little extra effort to what already exists, we can significantly elevate the impact. This approach will not only make the school more renowned but also change how teachers are perceived.
Moreover, you may not all know why others have received awards. You might assume that if one person has received an award, others must have earned it for similar reasons. It’s important to understand the unique qualities in those people that brought the attention of the nation towards them, and to learn from them. Can we learn those qualities as well? Use these four or five days as a study tour to gain insights into how others achieve excellence.
As I am interacting with you, I am learning from you as well in the process. I find it gratifying to see how you approach your work. In the past, we used to have pen pals; now, with social media, that concept no longer exists. But why not create a WhatsApp group with all of you? Okay when was it created? Yesterday? Okay it has been 8-10 days, which means it is a good beginning. Share your experiences and support each other. Let's say you have met a teacher from Tamil Nadu here. If you are planning a trip to Tamil Nadu, connect with the teacher there. You will realize how big a strength they will become for you. You might find someone from Kerala, Jammu and Kashmir, or another region. I am sure they will be happy to assist you. Creating such a network will foster a sense of unity and strengthen our collective efforts. I would like you to form such a group of people who feel that they are one family.
There can be no greater experience than this shared experience of 'EK Bharat Shreshtha Bharat'. It demonstrates how teachers can drive significant change by paying attention to small things.
You might be tired of constantly hearing statements like, "A teacher is this, a teacher is that." It might even make you wish the speaker would stop. Let me assure you, I am not saying this for my own sake. However, when teachers are praised excessively, you may feel it is enough, and I, too, believe there is no need for endless praise.
Let’s focus instead on the student, and the immense trust their family has placed in us. That family hasn’t entrusted their child to us merely to learn how to hold a pen, use a computer, or to memorise a syllabus for good exam results. Parents send their children to us because they believe that while they may provide a foundation, it is the teacher who can add that ‘plus one’—that extra value their child needs to truly flourish.
Who will add the ‘plus one’ to the child's education? It is the teacher. Who will enhance the child’s cultural values (sanskar)? The teacher. Who will help improve their habits? Again, the teacher. Therefore, our responsibility goes beyond just theory—we must strive to add something extra, beyond what the child receives at home, to bring about meaningful change in their life.
If you make this effort, I am confident that you will succeed. And you are not alone in this task—engage with other teachers, collaborate with those in your region and state. Take on the leadership role and prepare the new generation of our country. The children you are teaching today will, in a few years, enter the workforce, and by the time they are 25 or 27, India will no longer be what it is today—it will be a developed nation.
You will likely be drawing your retirement pension in that developed India, but the students you are nurturing today will be the ones propelling that nation to greater heights. This is a huge responsibility, and remember, building a developed India is not just Modi’s vision—it is a collective mission for all of us.
Together, we must prepare a capable generation for this developed India. We must cultivate skilled and responsible citizens. If we aspire to win 25 to 50 gold medals in future sporting events, where will those athletes come from? They will emerge from the very students you are teaching today.
You have many dreams, and the laboratory to realise them is right in front of you—the raw material is the children in your classroom. It is in this ‘laboratory’ that you can experiment, innovate, and ultimately shape the future. With your efforts, you can achieve the results you desire.
My very best wishes to you all!
Thank you!
