Punam Prasad

My teaching journey began with a strong interest in Mathematics and Commerce, leading me to pursue my B.Com., B.Ed., and later my M.Com. I started my career at Lincolns High School, Siliguri, where I taught Mathematics to primary and middle school learners, along with Economics and Commerce to senior students. This experience taught me the importance of adapting my teaching to different age groups and learning needs. I then joined St. Michael’s School, Siliguri, as a Primary Mathematics Teacher, where working in both day and residential-school settings helped me understand the importance of supporting learners both inside and outside the classroom.

During the transition to online learning, I worked as a Mathematics Tutor with Lido Learning and later joined EuroSchool, Bengaluru, where I served as a Class Teacher and Lead Mathematics Teacher. These experiences strengthened my ability to use technology, interactive resources, assessments, and varied teaching strategies to make Mathematics more engaging and accessible.

In 2022, I joined 21K School, where I currently work as a Primary Math Facilitator and Class Facilitator. My journey at 21K has given me opportunities to teach Mathematics across primary grades, develop lesson plans and learning resources, design assessments, provide additional learning support, collaborate with parents and colleagues, and contribute to assemblies, activities, training sessions, and school events. I particularly enjoy using Virtual Thinking Routines, Approaches to Learning, and Habits of Mind to encourage learners to think beyond simply finding an answer.

Over the years, my teaching philosophy has grown around one simple belief: learners should understand the “why” before the “what” and “how.” I want my learners to question, explore, make connections, learn from mistakes, and have the confidence to try. For me, one of the most rewarding moments in teaching is seeing a learner move from “I can’t do this” to “Let me try.”

I believe learners should know “why” before “what” and “how.” This belief became even stronger because of a question a learner once asked me: “Why are we proving this sum when we already know the formula?” It made me pause and think about how often we teach learners the what and how without giving enough importance to the why.

So, instead of simply explaining the formula, I took a step back and explored with the learner why that particular formula exists, how it was developed, and what makes it work. That conversation reminded me that meaningful learning begins with curiosity. It also taught me that sometimes, as teachers, we need to step away from the expected method and follow a learner’s question.

Since then, I have tried to create learning experiences where learners question, explore, make connections, and understand the thinking behind an answer rather than simply memorising a process. One message I especially want my learners to carry with them is: “Try once before you give up.” Sometimes that first attempt—whether it works or not—is where real learning begins.