Bal Mela Reflection

Bal Mela is an annual event at our school where students from government and village schools participate in activities hosted by us. These activities range from sports and games to arts, crafts, and dance. Every school has the chance to try out each activity, allowing the students to experience something new. This year, the event was held on the 24th of February 2024 (Saturday).

Learner Profiles Applied:

During this event, I applied the Learner Profile attributes of being Open-minded and Caring. I embraced open-mindedness by stepping out of my usual comfort zone to teach younger students from different backgrounds. Many tend to avoid these interactions due to assumptions about the challenges, but I actively took part because I see it as a chance to understand and appreciate different cultures and personalities. Their excitement and joy were my greatest motivation. Additionally, I was Caring, as I made sure all the students were treated kindly and fairly. I paid close attention to their safety and ensured they felt valued as our guests, making sure everyone was included and comfortable.

Learning Outcome 1 – Identify Own Strengths and Develop Areas for Growth:

This event played to my strengths, largely because of my prior experience in community service, which was quite similar. My abilities helped me handle the game activity smoothly. Many of the students spoke only their native language, but since I am fluent in it as well, communication was seamless. I also have experience working with younger children, making it easier to connect with them. Additionally, I am skilled at teamwork and collaboration, which was essential in running the game smoothly. I chose an activity I was familiar with – games – which is one of my personal strengths. However, I realize that I can continue improving my communication skills by interacting with a wider variety of people.

Learning Outcome 6 – Demonstrate Engagement with Issues of Global Significance:

Many students from government schools rarely have access to these kinds of games and activities, especially those from villages who may not have the resources. For one day, we set aside our personal enjoyment to ensure these children had a memorable experience. This aligns with SDG 10 – Reduced Inequalities, as we aimed to bridge the gap between students from government schools and those from private schools. I also noticed that boys and girls participated equally in all activities, which helped promote gender equality, as both were involved in sports and arts without any distinctions.

Learning Outcome 7 – Recognize and Consider the Ethics of Choices and Actions:

Given that the students were younger and from government schools, I felt it was important to treat them with respect and ensure they had a positive experience. I made sure to communicate with them in Gujarati, so they understood everything clearly, and I was cautious when using the frisbees to avoid any accidents. Fairness was also essential—I ensured that prizes were given based on the rules, without bias. My main goal was to provide these students with an enjoyable experience, while treating them with kindness and ensuring that they felt valued.