Sonali Joshi Aroop

• Progressed from Early Years Adult to Primary Adult, taking on academic facilitation and coordination responsibilities alongside classroom teaching.
• Served as Class Adult for Grades 1, 2, and 3 within a vertical age group structure.
• Managed and supported learning across Grades 1–5, including observing classroom practices and supporting Class Adults to ensure consistency, quality, and alignment with pedagogical expectations.
• Taught Science to Grade 1 and English to Grades 1–3, using inquiry-based, experiential, and differentiated teaching strategies.
• Conducted Speech and Drama classes across the primary section (Grades 1–5), fostering confident communication, expression, and performance skills.
• Facilitated remedial class timetables and worked closely with students with special educational needs.
• Provided targeted inputs and guidance to Class Adults to support individualized learning plans and inclusive classroom practices.
• Conducted professional learning sessions and workshops for colleagues on inclusive education and classroom strategies.
• Proofread and standardized primary report cards, ensuring clarity, accuracy, and consistency.
• Compiled and maintained monthly academic summaries and documentation.
• Worked closely with school leadership to facilitate academic and operational coordination across the primary section.
• Contributed to planning and execution of school celebrations and the annual Expo.
• Served as a member of the school magazine editorial team, contributing to content review and quality assurance.

Early Years Adult

Pramiti School, Bengaluru | 2024–2025

• Functioned as a Class Adult, independently planning and executing developmentally appropriate early years lessons.
• Designed and created innovative teaching aids and learning resources to enhance engagement and understanding.
• Supported children’s holistic development, with focus on social, emotional, and cognitive growth.
• Authored articles for the school magazine, reflecting classroom practices and learning journeys.
• Contributed to ideation and planning for the annual school Expo.

• Brought 10 years of experience teaching children aged 2–6 years across pre-primary levels.
• Planned and implemented a developmentally appropriate pre-primary curriculum, integrating phonics, early numeracy, and foundational concepts.
• Designed and delivered engaging learning experiences using storytelling, rhymes, dramatics, action games, and play-based strategies.
• Created digital and multimedia learning resources, including animated moral-value stories with voiceovers and virtual learning content.
• Leveraged a range of teaching tools such as books, flashcards, videos, hands-on activities, and games to support diverse learning styles.
• Conducted ongoing assessments to monitor academic, social, and emotional development and maintained structured student records.
• Identified students requiring additional support and implemented individualized and remedial interventions.
• Established strong parent partnerships through regular communication, orientations, and progress updates.
• Planned and coordinated ensembles, dramatics, and performances for annual days, special events, and Trinity College London (YPC).
• Maintained safe, nurturing, and well-managed classroom environments, fostering confidence, independence, and positive behaviour.

• Gained four years of foundational experience teaching children aged 2–6 years in a structured pre-primary setting.
• Planned and executed developmentally appropriate lesson plans and activities to support physical, social, emotional, and cognitive growth.
• Created safe, nurturing, and engaging classroom environments that encouraged curiosity, confidence, and independence.
• Designed and implemented innovative, play-based learning activities to actively engage young learners.
• Maintained consistent parent communication through daily interactions and formal meetings to support student development.
• Supervised classroom routines, outdoor activities, and transitions to ensure student safety and wellbeing.
• Supported individual learners through one-on-one interactions, helping children settle into school routines and overcome challenges.
• Collaborated with colleagues to maintain positive classroom practices and learning outcomes.