- A Maths teacher, who is humane, does not use scores in Maths as a way to validate or invalidate the self-esteem of the students. She tries to know the students individually and celebrates their uniqueness. She validates everyone. This is the teacher who knows who among her students is great at sports or on the stage!
- She is sensitive towards the social associations of Maths. She acknowledges gender neutrality where subject performance is concerned. She gently discourages parents from nurturing the viewpoint that ‘boys have to be good at Maths’ or ‘girls are ok without Maths’.
- She does not believe that everyone needs equal amount of Maths in life, but respects such differences. She stretches students to do ‘their best’ and not best as decided by any standards. She will not force a musical prodigy to devote ‘extra hours’ for Maths at the cost of music. She would be able to create a study plan for all students that works for ‘them’. There is more to life than Maths!
- She is rebellious. She questions that age-old views held by the society related to the subject. She progressively deepens a ‘Mindful approach’ to the class. She teaches herself to build an emotionally safe environment for the students.
- There is ample mental stimulation. Lots of inquiry-based questions are asked. The "what, when, why, who and where?" help.
- There is something for emotional connection in every chapter. I make Maths emotionally appealing through use of teaching strategies such as Collaborative Learning, Merging Maths with Non-Scientific Subjects – English, Arts, Social Sciences, etc. For example: Geometry is linked with Art while Algebra with creative writing. Or Students can work alone, in a pair or in a group.
- Some routines allow students to become or feel physically relaxed. These could be any. To each to his own is my mantra. It does not bother me if they stand and work or turn the chair around. The hyper ones know they can take a break every 15 minutes. Seating arrangement can change any time.
- Continuous and comprehensive assessment: Variety of assessments can be brought in easily. Assessments can be short, very short and long tests. It could be a poem or crack a HOTS problem. Projects come under the comprehensive assessments.
- Exam skills (For relevant classes):Timed tests and (always for board classes) problems from past papers are required to be attempted at the end of the chapter. Looping the syllabus is done frequently.
Monica Kochar creates various kinds of multi-sensory learning environments for Mathematics classes whereby learning the subject becomes a fun-filled experience. Being the part of country's premier progressive schools,she has built her career over 19 years. Her USP is her capacity to see the child's learning perspective in any situation. Now, she uses this extremely important element while working with adults in the zones of teacher training, content development, testing, and writing.