Imagine walking into a classroom buzzing with excitement. The students are eager for the session, their faces lighting up as they greet you. You start with a simple question from the previous discussion, and immediately, hands shoot up to answer. These moments, where even the shyest students are beginning to speak up and engage, are not just moments of pride—they're filled with hope and optimism for the potential of meaningful change.
But I must admit, classroom engagements were not always this lively, nor are they always smooth. When I first started facilitating sessions on age-appropriate health and nutrition for adolescent girls in government schools of Supaul, Bihar, I quickly realised that engaging them wasn’t as straightforward as I had hoped. While our sessions are designed to be fun and activity-led, they require a lot of careful planning, particularly in how I communicate.
From varying my tone to modulating my voice, every detail matters. And yet, despite all the preparation, challenges are inevitable. After all, that’s what community work is all about!
In this blog, I want to share some of those challenges and the strategies we have developed to overcome them.
First, monthly exams often disrupt the regular schedule and affect participation. To address this, we coordinate our sessions with the academic calendar to avoid conflicts and ensure consistent engagement.Â
Second, as not all fingers are the same, some students are shyer than others. However, as a facilitator, it becomes even more critical to make them feel at ease. Our icebreakers and appreciative tone helped them participate and share their thoughts. We primarily use Hindi in our sessions, but I switch to Maithili when needed to ensure everyone understands and feels included.
Third, here in rural Bihar, irregular attendance is typical, which impacts learning consistency. To tackle this, we did a simple innovation. We introduced a session game card with surprise gifts to motivate regular attendance and participation. For instance, if a student attends four sessions in a month without missing any, she receives a thoughtful gift, like a tiffin box or a notebook. This simple strategy has made a noticeable difference. We also keep revision sessions after every four sessions so that no one should miss out on crucial information.
Fourth, we focus on a behaviour change approach, but changing long-standing habits regarding food is no easy task. So, we provide practical tips for healthier eating and organise indoor feasts where students, including myself, bring their own healthy lunches, turning eating into a fun activity. Recognising that parental support is vital for long-term behaviour change, we began visiting the students’ homes, discussing their progress with their parents, and building a supportive network for healthy habits.
Fifth, no matter how much you plan, attention span with students remains a challenge. So, we keep our sessions 45-60 minutes, extending to 90 minutes if they are particularly interested and asking lots of questions. We do puzzles, role plays, yoga, and even drawing competitions. These activities not only make the sessions enjoyable but also help reinforce the lessons.
As I reflect, being a facilitator is about more than just imparting information; it’s about creating a dynamic, supportive learning environment while navigating various challenges.
Over the past four months, I have grown in ways I hadn’t anticipated—both in my understanding of the subject matter and in my ability to adapt and engage with the students. I have come to see that my facilitation techniques are instrumental in driving the change we aim to make. By tackling these challenges with creativity, patience, and care, I am confident we are making a meaningful impact on the girls’ education and overall well-being.