UmamaheswariBalaji
I never imagined I’d fall in love with teaching through a screen. What started as a crisis response during COVID has quietly grown into a calling. This screen, once a stopgap, is now my steady window to the world of learning.
Indeed I used to miss the walls of my physical classroom, the hallway chatter, the quick check-ins. There was something irreplaceable about the energy, the eye contact, the spontaneity of in-person connections.
But over time, I found a quiet rhythm in online teaching—one that brings balance and clarity.
I don’t see their body language the way I used to.
I can’t walk up and offer that reassuring tap on the shoulder.
But I’ve learned to adapt—to reach out more intentionally.
I craft every message with care, hoping my words convey empathy and support.
Breakout rooms have become pockets of connection where voices are heard more deeply my way of building safe corners in this vast online space
The PTMs that create a bridge between home and school, allowing me to personalize support and guide each learner more effectively.
Yes!!!! It’s different—but not lesser.
Occasionally There’s an ache….a question that echoes quietly: Am I still making the same impact? Behind a screen, it’s harder to read expressions, to feel the energy of a room.Yet, I show up with my due responsibility hoping my presence still reaches them. My communications are always mindful of tone and warmth.
I remind them, gently but often, that I care—not just about their learning, but about them.
This new way of teaching asks more of the heart. I am grounded to believe all the subject expertise I carry is just a click away from my learner. It requires trust, patience, and belief in unseen bonds. I believe in kaizen and learning to lean into the tools that facilitates me to care and connect better everyday
Alongside It’s allowed me to be fully present both as a teacher and a parent.There’s no frantic commute, no missed moments at home—just a better blend of life and work.I also witness most of my learners too: less fatigue, more focus, and space to breathe.This shift wasn’t just logistical—it was guided by purpose.My students connect from across the globe, bringing in a wealth of culture and perspective.
They don’t just learn with each other—they learn from each other.
This global diversity sets the platform for everything I’ve shared: connection, inclusivity, purpose-driven learning, and growth.
Off course, we’ve had our hiccups—tech issues, adjustment curves, and moments of uncertainty. But we are evolving, continuously finding better ways to support our learners. This isn’t just about academics; it’s about nurturing well-rounded individuals.
One of my students is already a published author, another has achieved advanced Trinity music grades. Such stories are possible because our learning model allows flexibility, purpose, and self-paced growth—true to the Cambridge vision.
We benefit from options like Core and Extended, Private Candidatures , Multiple Exam series on a global convenience and the upmteen PDS available for constant upskilling to encourage reflection and renewal.
I credit the vision of my online school 21K , This isn’t just homeschooling—it’s a fully affiliated online school with structure, vision, and a commitment to growth.Backed by optimal infrastructure and more importantly VALUES It champions learning that evolves with time and need which sees School not as a place, but a relationship. This culture of perspective-taking helps us grow not just as educators, but as thoughtful collaborators notably through staff meetings and Townhalls
After all….Here, the heart of teaching hasn’t changed—it’s only grown stronger. And though the medium is different, the mission is still the same: to care, to connect, to inspire.
That’s what makes this journey not just possible—but powerful.
We’re not perfect, but we’re progressing—and we believe that’s what truly matters.
We’re building something that’s alive, responsive, and filled with hope.
